標(biāo)題：A FOLLOW-UP STUDY ON TRANSFERRED TEACHERS’ ENGLISH PRONUNCIATION
ACKNOWLEDGEMENTS
The completion of this study could never have been possible without the assistance of many people related.
First and foremost, I would like to show my heartfelt gratitude to my supervisor, Professor XXX. Knowledgeable and responsible, Prof. X provided me with valuable guidance and support in every stage of writing this thesis. He made well-informed and enlightening comments on the organization of the chapters, took pains to go through in great detail every draft of the thesis.
Thanks are due to Associate Professor XX, Miss YY and Miss PP, who helped me a lot in collecting data.
I would like to express my great gratitude to my classmate FFF, and my dear Australian teacher KK, who have been of great help in analyzing the data. They have been very patient and responsible throughout the whole work.
Last but not least, I want to acknowledge my debt to the six transferred teachers, who spent time in providing the oral materials when having their hands full.
ABSTRACT
Quality of teachers has always been paid great attention to, especially that of primary school teachers, who play the most influential role in students’ elementary learning. In 2001, as the new National English Curriculum requires that English should be taught from Grade 3 in primary schools, a new type of primary school English teachers named “transferred teachers” came into being. Transferred teachers are those non-English-major primary school teachers who shift to teach English after graduation from a training program called “In-service Training for Transferred Teachers”. By far, these teachers have been teaching English for over four years, but there have been few follow-up researches on their pronunciation up till now. The present study investigates on the pronunciation of transferred teachers concerning consonants and vowels. The goal is to find out whether these teachers, who have received only 3-week compulsory residential training and a year long optional school-based training, are making progress and competent for elementary English teaching.
As time was limited, six transferred teachers were chosen as our subjects. The study was carried out on the basis of the analysis of the errors on the recorded material of the English utterance borne out by these transferred teachers.
Key Words ：the first，the second，the third
中文摘要
教師素質(zhì)一直都備受關(guān)注，特別是小學(xué)教師的素質(zhì)更是如此，因為小學(xué)教師在學(xué)生初級階段的學(xué)習(xí)起著舉足輕重的作用。于2001年，應(yīng)新英語課程標(biāo)準(zhǔn)的要求，英語要從小學(xué)三年級教起，因此，一種被稱為“轉(zhuǎn)崗教師”的小學(xué)英語教師產(chǎn)生了。“轉(zhuǎn)崗教師”是指從在職轉(zhuǎn)崗培訓(xùn)畢業(yè)后從事小學(xué)英語教學(xué)的非英語專業(yè)教師。至今為止，這些老師已經(jīng)從事小學(xué)英語教育有四年多了，但很少關(guān)于這些轉(zhuǎn)崗老師語音的后續(xù)調(diào)查。本研究基于轉(zhuǎn)崗教師的語音情況，求證這些只受過三周英語專業(yè)培訓(xùn)和一年的在職培訓(xùn)的轉(zhuǎn)崗教師是否有所進步且能勝任于小學(xué)英語教學(xué)。
由于時間有限，在1102名轉(zhuǎn)崗教師中，6名被選為本研究的受試。本研究是通過給六位老師的英語口頭表達(dá)錄音，并對錄音進行其錯誤分析。
關(guān)鍵詞： 關(guān)鍵詞1，關(guān)鍵詞2，關(guān)鍵詞3
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