EFL learners' beliefs about native and non-native English-speaking teachers: perceived strengths, weaknesses, and preferences
EFL learners' beliefs about native and non-native English-speaking teachers: perceived strengths, weaknesses, and preferences
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DOI：
10.1080/01434632.2014.889141
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发表时间：
2014-10-01
影响因子：
2.3
通讯作者：
Chun, Sun Young
中科院分区：
文献类型：
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作者：
Chun, Sun Young
尽管近年来，随着英语作为一门国际语言的出现，以英语为母语的英语教师（nest）的数量有所增加，但只有少数关于nest和非nest的研究广泛而直接地调查了学生对这两类教师的看法。为了填补这一空白，本研究对125名韩国大学生进行了问卷调查。研究结果表明，韩国学生认为英语教师和韩国英语教师（KETs）既有优点也有缺点，并没有统一地偏爱一种教师类型。学生对网络教师和非网络教师的特征、教学能力的具体领域、不同学习阶段的教学效果和课堂表现持有不同的信念。母语者的语言能力和母语者的地位被认为更有效。在帮助学生学习语言的心理方面，以及对来自他们共同的母语和作为语言学习者的经验的学生的需求具有敏感性方面，ket被认为更有效。教师是否掌握学生的母语基本知识，以及教师的语言能力和专业发展最近可能有所提高，使情况复杂化。这些发现表明，学生可以从两种类型的老师的教学中受益。
Although the number of native English-speaking teachers (NESTs) in English as a Foreign Language (EFL) contexts has increased in recent years with the emergence of English as an international language, only a few studies on NESTs and non-NESTs have extensively and directly examined students' beliefs about these two groups of teachers. To fill this gap, a questionnaire was administered to 125 Korean EFL university students. Findings indicated that Korean students perceived NESTs and Korean English teachers (KETs) as having both strengths and weaknesses and did not uniformly favour one teacher type over the other. Students held differentiated beliefs about the characteristics, specific areas of instructional competence, teaching effectiveness at different learning stages and classroom performance of NESTs and non-NESTs. NESTs were judged more effective in their linguistic competence and status as native speakers. KETs were judged more effective in helping students with psychological aspects of language learning and in having sensitivity to students' needs coming from their shared L1 and experience as language learners. The issue of NESTs' possessing basic knowledge of students' L1 and the possible recent growth in KETs' linguistic abilities and professional development complicate the situation. These findings suggest that students can benefit from being taught by both types of teachers.