Language proficiency development needs of NNS English teachers in Japan
Language proficiency development needs of NNS English teachers in Japan
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日本NNS英语教师的语言能力发展需求
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发表时间：
2013
期刊：
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通讯作者：
Koji Igawa
中科院分区：
文献类型：
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作者：
Koji Igawa
- - 当非母语英语教师试图将英语作为课堂上的主要交流手段时，需要达到什么样的语言水平？自然，NNS教师需要达到一定水平的熟练程度，在目标语言（TL），以便在它的教学（例如理查兹，1998年）。因此，问题仍然是，什么是所需的熟练程度？� 通过在日本进行一项小规模的调查，目前的研究解决了这个关键问题的TESOL的年龄时，NNS教师远远超过他们的NS同行。NNS教师认为他们应该履行和需要发展什么样的交际功能，这是本研究旨在澄清的问题。研究对象为（1）在日本初中和高中任教的NNS英语教师和（2）第一组参与者的同事NS英语教师。本研究对未来非母语教师的语言能力发展有一定的启示。
－ － When non-native speaking （NNS） EFL teachers attempt to establish English as the major means of communication in the classroom, what level of language proficiency is necessary? Naturally, NNS teachers need to attain a certain level of proficiency in the target language （TL） in order to teach in it （e.g. Richards, 1998） . Therefore, the question remains, �What is the required level of proficiency?� By conducting a small-scale survey in Japan, the current study addresses this crucial issue of TESOL at the age when NNS teachers far outnumber their NS counterparts. What communicative functions NNS teachers think they are expected to perform and need to develop is the question this study specifically is designed to clarify. The participants of the study are （1） NNS English teachers teaching at junior and senior high schools in Japan and （2） NS English teachers who are colleagues of the first group of participants. Gleaned from the study are some implications for future language proficiency development programs for NNS teachers.