This book is an attempt to look inside the teaching and learning of Englishlanguage in Chinese secondary schools. It is a product of the work done aspart of my doctoral studies at the University of Sheffield in the UK. In the past，many researchers have identified a variety of problems militating against theeffective teaching and learning of English in Chinese secondary schools.However， very few of them explored recent changes and developments inEnglish Language Teaching （ELT） in China. I was motivated to embark onthis work by the lack of research that explicitly focused on the teaching ofEnglish in both private and public Chinese secondary schools. My objectiveis to bring to light the teacher's role in the English language teaching andlearning process and to highlight some of the factors bedevilling the effectiveteaching and learning of English within the Chinese secondary schools' context.Apart from identifying the problems and finding out the changes in the field， Ibelieve that it is also important to find a way to address these problems inorder to further develop the ELT curriculum.
CHAPTER 1 Introduction 1．1 Background of the study 1．1．1 Chinese school system 1．1．2 ELTin China 1．1．3 My learning experience 1．1．4 Prior research 1．1．5 Teacher education in China 1．2 Problem statement 1．3 Aim of the study 1．4 Research questions 1．5 Significance of the study 1．6 Structure of the study 1．7 Positionality CHAPTER 2 Literature Review 2．1 Introduction 2．2 ELT in China 2．2．1 Examination-oriented system 2．2．2 Teaching approach 2．2．3 Traditional grammar-oriented teaching approach 2．2．4 The CLT approach 2．2．5 Traditional role of teacher and student 2．2．6 Learning motivation in language education 2．2．7 High percentage of rural areas 2．3 Learner autonomy in language learning 2．4 Teacher development/Professional development 2．4．1 Initial teacher education 2．4．2 In-service teacher education 2．4．3 The development of teacher autonomy 2．5 Summary CHAPTER 3 Research Methodology and Ethical Considerations 3．1 Introduction 3．2 Theoretical framework 3．3 Research design 3．3．1 Critique of qualitative research 3．3．2 Criteria for judging the quality of a quantitative study 3．3．3 Alternative criteria for qualitative research 3．3．4 Authenticity 3．4 Research strategy 3．4．1 The advantage of case study 3．4．2 The justifications of case study 3．4．3 Participants of the study 3．4．4 Research sampling 3．4．5 Ethical considerations 3．5 Research methods 3．5．1 Semi-structured interview 3．5．2 Observation 3．5．3 Documentary research 3．6 Data presentation 3．6．1 Recorded and transcription 3．6．2 Translation of data 3．7 Data analysis 3．7．1 The nature of qualitative data analysis 3．7．2 Thematic analysis 3．8 Summary CHAPTER 4 Data Presentation and Analysis 4．1 Introduction 4．2 Data from lesson observations 4．2．1 SchoolA 4．2．2 School B 4．2．3 School C 4．2．4 Summary of lesson observation data 4．3 Interviews with English language teachers 4．3．1 Interview data from teachers in School A 4．3．2 Interview data from teachers in School B 4．3．3 Interview data from teachers in School C 4．4 Summary CHAPTER 5 Discussion of Findings 5．1 Response to research question 5．2 Response to research question 5．2．1 Teachers' perspectives on how they design the ELT curriculum 5．2．2 How teachers teach the ELT curriculum 5．3 Response to research question 5．3．1 Examination-oriented system 5．3．2 Learning materials 5．3．3 Learning motivation 5．3．4 Large class sizes and students with different levels of proficiency in English language 5．4 Response to research question 5．4．1 Collaborative and reflective approach in designing of the lesson plan 5．4．2 Effective classroom management 5．4．3 Reflective practice 5．4．4 Building good relationships with students 5．5 Response to research question 5．6 Response to research question 5．6．1 Engagement with in-service training programmes 5．6．2 Setting personal professional development goals 5．6．3 Teachers' willingness to manage constraints 5．6．4 Being responsible 5．7 A summary of data about the three schools 5．8 Summary CHAPTER 6 Conclusion and Recommendations 6．1 Introduction 6．2 The content of the ELT curriculum 6．3 The design and implementation of the lesson plan 6．4 The challenges and problems being faced in the delivery of the ELT curriculum in schools 6．5 What teachers can do to ensure the effective learning and teaching of the English language 6．6 The existing opportunities for teachers to develop professionally in schools 6．7 The role of SDPD in the learning and teaching of English language 6．8 Contributions made by my study 6．9 Limitations 6．10 Implications of the study findings 6．10．1 Implications of study findings to English language teachers 6．10．2 Implications for school authorities 6．10．3 Implications for further research 6．11 Final note REFERENCES APPENDIX Teachers' Interview Guide
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