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For many students, high school education is to prepare them for the university,where English writing plays a part.However, there is limited research about thequality of English composition programs in high schools or about the preparationsof high school teachers in terms of EFL writing instruction.This study intends toexamine what high school writing teachers in Macau think about how to teachwriting and what they think of teacher education and teacher development. The present study attempts to answer the following research questions: (1)What do senior high school teachers think of their prior training in English writing?(2) What kinds of common teaching methods do senior high school teachers adoptto teach English writing? (3) What common difficulties do senior high schoolteachers have in the English writing instruction? (4) What common beliefs do seniorhigh school teachers hold about their English writing instruction? By adopting mainly quantitative approach, a questionnaire of EFL teachers practices and beliefs was distributed to 75 senior high school English teachers inMacau, which is followed by a randomly selected number of respondents forinterviews and qualitative analysis.Altogether 65 questionnaires were valid, and 4respondents were interviewed. The results show that (1) most respondents agreed that the prior trainingbenefits their writing ability, but that the prior training of English writing does littlegood to their ability to teach English writing; (2) the first commonest teachingmethod teachers adopt is to ask students to practice English writing throughdifferent genres, such as narration and exposition, and the first commonest wayteachers use to cope with students finished essays is that students modelcompositions are made public to other students; (3) the first three commonestdifficulties that teachers face are to correct students compositions efficiently, havenot enough time to teach English writing, and have no appropriate channel toenhance teachers writing ability; (4) English teachers think that it will be of greatuse to offer students related words and patterns, that excellent model compositionsare necessary in the writing textbooks, and the like. It can be concluded that writing teachers prior learning experiences had aninfluence on their current teaching practices.What is more, as for the explanation ofwhy writing instructors have adopted these different methods, there are severalfactors that they have to take into consideration while arranging classroom practice: students limited vocabulary and ideas, how to make comments, if it is useful tocorrect grammatical errors, a busy schedule to match, time shortage and big classsize, or a test-oriented trend in education.