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trainees.In a way, English teachers are language teachers. Language competence for non-nativeEnglish language teacher is the most important factor. Therefore, to master the Englishlanguage knowledge and skills is the necessary professional quality, which is prerequisite fora qualified English teacher. The training of language ability was once ignored which was justtaken for granted (Cullen, 1994). The training departments did not consider the Englishteachers’ years of working, work object and work environment, thought that the Englishteachers should have a great capacity for listening, speaking, reading, writing and translating.Due to the limited training time, the number of training and other factors, the training oflanguage skills was neglected (Zheng Lei, 2006).

Chapter 2 Investigation Design and Findings

This chapter is the report on the investigation carried out to understand the status quo ofthe further education of the rural junior English teachers, focusing on the problems existing infurther education and the factors influencing further education. The instruments employed inthis study include a written questionnaire and an interview, which are presented in theappendix. The results are to be discussed from the following two aspects: results concerningrural junior English teachers’ teaching concept and teaching implementation and resultsconcerning rural junior English teachers’ further education.

2.1 Subjects
400 rural junior English teachers who came from 38 randomly selected schools fromfive county-level cities in Qingdao City participated in this study. Their schools are located inthe township resident, or in the rural hinterland, which can reflect the truth of rural education.Table 2-1 and Table2-2 are about the situation of the teachers in the investigation. Besides,some rural junior English teachers, five school masters and eight teacher trainers in theTeachers’ Training School and a few leaders in charge of teachers’ further education in theeducational and administrative departments were interviewed face-to-face or on the phone.

2.2 Instruments
This investigation employed the instruments of questionnaires, together with follow-upinterviews with subjects randomly selected from different rural junior schools and traininginstitutions. All the jobs are done from the angle of current problems existing in the ruraljunior English teachers’ further education.

Chapter 3 The Main Problems and Analysis of Reasons........... 66-77
    3.1 The main problems in the rural junior English.......... 66-72
    3.2 The analysis of the main reasons for the problems ..........72-77
Chapter 4 The Countermeasures and Suggestions.......... 77-93
    4.1 The suggestions for the administrative departments.......... 77-83
    4.2 The suggestions for the training institutions.......... 83-90
4.3 The suggestions for the schools.......... 90-93

Conclusion.

In this investigation, the author adopts the method of literature research to analyze thefurther education in the foreign countries and in China. According to the modern languageteaching and teacher education theories and the request in the Full-time CompulsoryEducation English Curriculum Standards, the excellent English teachers’ profess本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。