An Action Research on Cultivating Chinese Sophomore EFL Student Teachers’ Teaching Competence during Intensive English Course

Abstract

The main training model of Chinese EFL student teachers is the cultivation of English pragmatic integrating competence with EFT method learning. This paper provides an alternative model for training EFL student teachers' teaching competence in Intensive English course utilizing action research in a teaching learning project. The participants were 26 sophomore EFL student teachers at Leshan Normal University in China. The results show that training sophomore EFL student teachers' teaching competence preliminarily in Intensive English course is possible and the range of teaching competence mainly includes learn lesson design, classroom performance and assessment. KEYWORD: Higher Education; Pre-service education; Teaching Competence; Action Research; Intensive English Course