An investigation into native and non-native teachers' judgments of oral English performance: A mixed methods approach
An investigation into native and non-native teachers' judgments of oral English performance: A mixed methods approach
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母语和非母语教师对英语口语表现判断的调查：混合方法
DOI：
10.1177/0265532208101010
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发表时间：
2009
期刊：
影响因子：
4.1
通讯作者：
Youn
中科院分区：
文献类型：
--
作者：
Youn
本研究采用混合研究方法，考察以英语为母语的教师和非以英语为母语的教师如何评估学生的英语口语成绩。本研究比较了两组教师(12名加拿大NS教师和12名韩国NNS教师)在内部一致性、严肃性和评价标准方面的评价行为。多方面的Rasch测量分析结果表明，大多数NS和NNS教师的内部一致性保持在可接受的水平，每组只有一到两个不一致的评分员。这两组教师在不同的任务中也表现出相似的严重程度模式。然而，教师用来评估学生表现的评估标准出现了很大的不同。定性分析表明，在发音、具体语法使用和传递信息的准确性方面，NS教师的判断比NNS教师更详细和详细。这些发现被用来作为讨论的基础，一方面是作为语言评价员的NS和NNS教师，另一方面是混合方法的有效性。
This study used a mixed methods research approach to examine how native English-speaking (NS) and non-native English-speaking (NNS) teachers assess students' oral English performance. The evaluation behaviors of two groups of teachers (12 Canadian NS teachers and 12 Korean NNS teachers) were compared with regard to internal consistency, severity, and evaluation criteria. Results of a Many-faceted Rasch Measurement analysis showed that most of the NS and NNS teachers maintained acceptable levels of internal consistency, with only one or two inconsistent raters in each group. The two groups of teachers also exhibited similar severity patterns across different tasks. However, substantial dissimilarities emerged in the evaluation criteria teachers used to assess students' performance. A qualitative analysis demonstrated that the judgments of the NS teachers were more detailed and elaborate than those of the NNS teachers in the areas of pronunciation, specific grammar use, and the accuracy of transferred information. These findings are used as the basis for a discussion of NS versus NNS teachers as language assessors on the one hand and the usefulness of mixed methods inquiries on the other.