Native Speaker Teachers Research Articles

영어교사의 전문성 발전: 교사연수 프로그램 설계 및 교사연수에 관한 인식

This study aims to explore elementary English teachers’ experiences in and perceptions of teacher training programs. The participants were seven teachers enrolled in a graduate seminar that the researcher taught for a semester. The graduate seminar was on second language teacher education, which included designing a teacher training program. The data consisted of each participant’s teacher training program design, pre- and post-surveys, final portfolio, final paper as well as the researcher’s field notes. The data were analyzed qualitatively using content analysis. The major findings are as follows: First, the teachers had different experiences and attitudes towards the teacher training programs primarily based on their ELT experiences. Second, the teachers designed teacher training programs to improve teachers’ English abilities, ELT competence, co-teaching capabilities with English native speaking teachers, and to share ELT practical knowledge with other teachers. Third. the teachers recognized the need for English teacher training for their professional development, demanded changes in English teacher training programs to meet learners and teachers’ needs, and expressed their intention to participate or teach other teachers in English teacher training programs. It was suggested that teacher education programs should support teachers for their continuous professional development more effectively. Further important implications regarding the development for English teachers and English teacher training programs were discussed.

Native versus non-native speaker teachers’ perceptions about English varieties in designing/developing EFL Curriculum Development

Native versus non-native speaker teachers’ perceptions about English varieties in designing/developing EFL Curriculum Development

The native speaker teacher. Theoretical considerations and practical implications

Abstract In this paper, we will examine the problematic concept of the native speaker, which is central to much linguistic theory, to studies of language acquisition, and to language teaching and assessment. It is a notion which can have ramifications when it comes to the recruitment of language teachers in schools and in university language centres. Often, in private language schools or in the case of language assistants in university language centres and in state schools, whether applicants can describe themselves as native speakers may even determine the fact that they are considered as qualified for a position. In recent years in many areas of linguistic research, the relevance of the native speaker has been increasingly questioned. In the case of international lingua francas, such as English, it has been argued that the contribution of non-native speakers is not to be underestimated (Kachru 1985, Seidlhofer 2005, 2011). Problems regarding the status of native speaker arise within the specific context of language teaching because the concept itself is often conflated with other issues such as language competence and the questionable advocacy of the so-called direct method. In this paper, we will look at the fundamental differences between native and non-native speakers and the place of each on assessment scales such as the CEFR (Council of Europe 2001). We will examine the arguments that have been made against treating the native speaker as the only legitimate point of reference for language teaching and assessment (Cook 1999, Rinvolucri 2001, Graddol 2007). We will also comment on the role of the native speaker in language teaching.

PERSEPSI MAHASISWA TERHADAP PENGAJAR PENUTUR JATI DALAM PEMBELAJARAN KETERAMPILAN BERBICARA BAHASA MANDARIN

Recently in the era of globalization, mastery of foreign languages ​​is immensely needed. In addition to English, a foreign language that has been recognized as an international language is Chinese. Universitas Negeri Jakarta (UNJ) is one of the educational institutions that opened the Chinese Language Education Study Program/Program Studi Pendidikan Bahasa Mandarin (PSPBM) since 2014. In 2015, PSPBM UNJ began to involve native Chinese speaker teachers to teach Chinese speaking skills. Native speaker teachers are one of the influential factors in foreign language teaching, merely because native speaker teachers are considered as a role model of perfect pronunciation, regularity of language structure and vocabulary, also the performer of communicative learning. The purpose of this study was to determine the student's perception of the native Chinese speaker in teaching Chinese speaking skills which includes three aspects, namely pedagogical aspects, linguistic aspects, and socio-cultural aspects. This research is a descriptive research with survey method. The results showed that the perception of PSPBM UNJ students towards native Chinese-speaking teachers was generally positive, students generally assumed that the teachers met the indicators contained in the pedagogical aspects, linguistic aspects, and socio-cultural aspects. Positive perceptions of native Chinese teachers have a good influence on the Mandarin language learning process at PSPBM UNJ.

İkinci Dil Öğrenicilerinin Ders Notlarında Ana Dillerini Kullanma Kalıpları: Bir Vaka Çalışması

It is an undeniable fact that notetaking is an effective strategy in second language learning. This study highlights B1 level adult ESL students' strategy of using their L1 during their notetaking in a native-speaker teacher's lectures. For this study, a combination of grades taken in B1 level English courses were collected from different participants and these grades were analyzed through thematic content analysis. Additionally, the same participants were given a semi-structured questionnaire to discuss the overall effectiveness of partial first language use in students' grades. The study findings showed that, in general, when students encounter a complex vocabulary and can immediately remember the equivalent of these words in their first language, they directly translate the foreign language word they encounter into their mother tongue. However, if they cannot remember the exact first language equivalent of the foreign word, or if the first language version is complex, or if the student is unsure, it shows that they have explained these words using their second language. These findings have significant contributions to educators and test-designers as they can develop new language teaching and assessing strategies via using L1 notetaking.

Teaching and Learning Second Language Creative Writing in a Taiwanese University: The Issues with Language Ideology and Creativity

University level second language (L2) creative writing courses are widespread around the world. However, little empirical research has been done to document teachers and students’ experiences with courses whose main focus is to develop students’ creativity. In response, this case study was conducted to explore how an English native-speaking (NS) creative writing teacher and non-English majors at a Taiwanese public university evaluated an elective L2 creative writing course through the investigation of the teachers’ language ideology, assessment strategies, and learning activities. Data included the course syllabus, the teacher’s and the students’ reflection reports, and the students’ L2 creative writing portfolios. Through qualitative content analysis, it was found that this creative writing course did focus on teaching creative writing skills. Despite the NS identity of the teacher, in resonance with the spirit of the world Englishes pedagogical paradigm, the notion of conforming to NS linguistic norms and accuracy was not introduced to students. Lecturing, sharing, and workshopping were found to be effective learning and assessment activities, while students experienced the most difficulty with keeping a creative writing journal. We argue that creativity should and can be pursued as the main objective in English creative writing courses even by NS teachers. Lastly, implications for research and pedagogy were considered.

Teachers’ English Level Proficiency: Do Students Perceive It as a Threat or a Chance?

This study examines students’ expectations regarding teachers’ English proficiency level at Muhammadiyah Malang University (UMM), Indonesia. The concepts of proficiency are various among scholars and educators. Scholars vary in their concepts of proficiency; they also have multiple dimensions and methods when assessing teachers’ proficiency. However, students are rarely asked about their expectations of teachers’ English Proficiency level due to their supposed incapability and irrelevance in assessing the tutors. This study utilized an interpretive approach that explained the subjective reasons and meanings underlying social actions and viewed the world from specific individuals’ standpoints and experiences. Focus group discussion (FGD), and an open-ended questionnaire to gather the data, was employed. The FGD led to rich data because participants interacted at the same time about the topic being raised. The second-year students of the English Department at the University of Muhammadiyah Malang (UMM) were invited to participate. Regarding the teachers’ proficiency, students’ expectations fell into three parts. Firstly, teachers were expected to use mixed languages as the classroom language of instruction. Secondly, students expected teachers to possess sufficient level of English proficiency since this will potentially help students to have a better level of communication. Third, students are expected to have both native-speaking teachers and local teachers as a model of their communication. This study implicates teachers with high English proficiency are supposed to be vigilant to apply it across different settings and situations. This behavior hopefully leads to the felicitous decision of the classroom communication types

How does experience teaching in Japanese EFL classrooms inform English native-speaker educators classroom practices? The negotiation of face in university classrooms

Abstract Language teachers experience a range of challenges unique to the cultural and social contexts in which they work. To negotiate these challenges and facilitate language acquisition, teachers draw on linguistic and sociocultural knowledge of the L1 and L2. United by a desire to develop and/or maintain positive aspects of face, students and their teachers employ culturally, socially and individually informed communicative strategies and behaviour to demonstrate individual worth and maintain classroom appropriateness. In this study, we analyzed the insights and practices of experienced and less experienced English native-speaker teachers (ENSTs) working with Japanese university students to identify challenges encountered within the classroom. The experienced language teachers (ExTs) identified a diverse array of challenges including student mental health, teacher fatigue and assessment transparency. In contrast, the less experienced teachers (LExTs) agreed that key challenges were student silence, use of the L1, and students sharing information. Focusing on the themes identified by the LExTs, we observed student/teacher interaction during learning activities and isolated the linguistic practices and behaviours employed by both groups of teachers. Through examining classroom exchanges we hope to arrive at a deeper understanding of the linguistic politeness strategies employed by ENSTs and potential implications for the negotiation of face.

Языковые изменения и медиаграмотность: перспективы обучения русскому языку как иностранному в эпоху цифровизации

An analysis of recent publications offers either a bleak or a bright perspective on Russian as a foreign language teaching: While some authors paint a dark future changing the face of humans into an artificial synthesis with a robot, others indulge in mobile technologies of language learning projects, transforming the analogue classroom into a digital space with virtual learning tools where native-speaker teachers work with foreign language learners from generation Z. There is no doubt that Russian language classrooms are adapting to the use of the Internet, social media and e-textbooks. In view of the above, an important question is how to support (future) teachers and learners in the digitalisation process. A basic prerequisite for the purposeful use of new media in the classroom is media literacy for both teachers and students. The aim of our research is how to teach Russian language learners media literacy, linguistic behaviour, and how to motivate them in a new dynamic era where English dominates global communication. In this context, we refer to the achievements of Internet research. Subject sciences and language pedagogy can work together to point out the overlapping processes of a globalised Internet, on the one hand, and a Russian-speaking Runet, on the other hand - processes which emphasise the importance of the knowledge of the Russian language. The results of our study demonstrate how the cultural characteristics of the Runet can help teachers to connect to the learners' experience and to explain media-didactic issues at the same time (online counterpublics, "fake news", etc.).

Do Native and Non-Native English Speaker Teachers Really Matter?: EFL Chinese Undergraduate Students' Perceptions in A Sino-Foreign University

This descriptive-exploratory paper investigated Wenzhou-Kean University students' perceptions of their Native English Speaking Teachers (NESTs) and Non-Native English Speaking Teachers (NNESTs) in the aspects of linguistic, teaching, and personal factors. The mixed method collected information from 400 survey respondents and 16 interviews. Many agreed they learn better authentic pronunciation from NESTs' fluency and pronunciation, while more than half perceived NNESTs could better teach EFL students to remember and use words in sentence construction. About half claimed that NNESTs prepared teaching materials are more understandable because of their sensitivity to the EFL students' English language learning difficulties. Many students perceived that NESTs employ more engaging teaching methods to explain lessons with better clarity and effective student learning. Many felt nervous talking to NESTs because of possible misunderstandings from language barriers. A majority agreed that NNESTs' competence and overseas working experience make their qualifications comparable to NESTs in English language teaching.

Students’ perceptions towards native and non-native english speaker teachers

There was an argument that native English teachers have many advantages than non-native English teachers and students preferred native to non-native teachers; however, the argument had to be assessed. Many researchers had been exploring students’ perceptions of native and non-native English teachers worldwide in formal education institutions. This study aimed to explore students’ perceptions of native and non-native English teachers in a non-formal education institution. This was a qualitative study based on a descriptive approach conducted using three instruments: close-ended questionnaire, semi-structured interview, and documentation. The study revealed that native and non-native English teachers had their own specific roles in the Indonesian context. Students needed native more than non-native teachers because the latter were bilingual having the same mother tongue as them, and they enabled a successful learning process because of the effective learning strategies they shared. Also, non-native teachers helped students deal with difficulties and challenges in their learning process.

Enhancing Discrimination and Production of English Vowels Using Task-Based Training

The main purpose of this study was to investigate the effect of task-based training program on the discrimination and production of English vowels. It also examined the extent to which these two levels of pronunciation performance are correlated. The participants, consisting of 66, were selected from the first year English department students at the Faculty of Education Al Azhar University. A test of vowel discrimination and production, made up of two parts, was constructed for the study. The program, comprising 32 tasks recorded by a native speaker teacher of English, was administered in 10 weeks for the experimental group students, including pre and posttests. Results indicated that task-based training proved effective in the discrimination and production of vowels. Results also indicated that discrimination and production are positively correlated. The study called for adopting task-based training and explicit instruction of pronunciation to help learners be aware of the constituent parts of vowel sounds and develop acute discrimination that relates to enhanced production.

EPIK Teachers’ Beliefs About Language Learning and Teaching Processes

The present study investigated newly recruited native-speaking teachers of the English Programin Korea (EPIK) with a focus on their individual characteristics, their perceptions on second language (L2) learning and teaching processes, and their teaching experience as a variable (novice vs. expert) in their understanding of language learning and teaching processes. A questionnaire wasgiven to 244 EPIK teachers. Analysis of the self-reported data revealed that EPIK teachers were mostly in their 20s who were recruited from six inner-circle countries withteaching certificates. Results also demonstrated the importance of a teacher’s teaching experience, where subsequent mean-difference models of novice and expert teachers revealed significant differences in their understanding of L2 learning and teaching processes. Findings showed that teachers with experience had beliefs aligned with thebest teaching practices. These findings open discussions about the necessity of adequate subsequent support for native-speaking teachers.

Selected Determinants of Pronunciation Anxiety

Empirical research shows that language anxiety has a detrimental effect on foreign language learning and its use. Several studies suggest that anxiety related to mastering and using foreign languages is skill-specific. This study examined pronunciation anxiety and attempted to determine its significant correlates. The included factors ranged from learning experiences with native-speaking teachers, previous studying abroad experience, and enjoyment of learning the target language, to willingness to communicate in the target language. A questionnaire was administered to two groups of EFL learners of different majors and different self-perceived levels. Hierarchical multiple regression analyses for both groups showed that willingness to communicate in English was the strongest determinant of pronunciation anxiety, while foreign language enjoyment the second meaningful correlate, but only in the case of the group whose self-assessment of general proficiency in English was lower.

A MATTER TO THINK OVER: NATIVENESS OF ENGLISH TEACHERS IN INDONESIA

A shift is happening in languages used in Indonesia, especially in English as a foreign language that must be taught as a compulsory subject in Indonesian formal education institutions from primary to tertiary levels. English takes a place in the third position after Bahasa Indonesia and the regional languages. Since English as an International Language (EIL) paradigm appears, some debates burst up whether it is native speaker or non-native speaker teacher who should teach English in outer-expanding countries. This paper provides a discussion about the issue of native and non-native speaker of English related to the selection of English teachers in Indonesian context. The issue is analysed by using a list of teaching behaviours between native English speaker teachers (NESTs) and non-native of English speaker teachers (NNESTs) examined by Medgyes (1994). A few recommendations about the issue of selecting English teacher in outer-expanding countries are presented in the end of the paper.

To What Extent Can Non-Native Speaker Teachers Teach Speaking Successfully in Foreign Language Learning Context?

In this essay, non-native speaker teachers teaching speaking under the foreign language learning context would be analyzed. Instead of simply regarding native speaker teachers as the absolute priority in teaching speaking, non-native speaker teachers could also effectively impart speaking skills to students with their bilingual proficiency, second language learning experience and direct access to the cultural context of their students. After further studies, the unique competence of non-native speaker teachers would be revealed through this essay.

The Intercultural Approach in Japanese Speaking Learning Activities

Abstract. The aim of the study was to get deeply the implementation intercultural approach in Japanese speaking learning activities at senior high school. The research method is qualitative using direct observation. While the process of collecting data used documentation, video record, field note, the interview is appropriate with the research setting. The result of research found that Japanese speaking activities inside and outside the classroomhave some components, namely learning method implementation, the role of teacher and students, the role of native speaker teacher, and the material of learning. It has combined the linguistics aspect and culture to increase students’ comprehension of Japanese language and culture. Keywords: Intercultural Approach, Japanese Speaking, Learning Activities

Language classroom practices applied by native speaker teachers in a plurilingual elementary classroom

The need for learning a foreign language in this globalized world has become an essential skill, to the point English is not sufficient, but other foreign languages are required. Colombia has been reshaping its educational curriculum to achieve these foreign language skills. Though there are suggested curriculums for English, the lack of concrete methodologies for Chinese teaching leads to unsuccessful teaching practices. This exploratory case study will observe the first grade Mandarin class in a Colombian private institution whose teachers are native and non-native. There are obstacles in the native teacher's performance since she lacks knowledge of Colombian culture and strategies to implement; she teaches Mandarin through English and lacks a communicative bridge because she does not speak Spanish. This research focuses on those practices to analyze the strengths and weaknesses of the class development performed by Mandarin native speaker teachers and the implications and effect those practices have in first graders' learning processes.

Non-Native English Speaker Teacher Narration of Nativism

The 21st century ELT world is trying to migrate into the more relevant notion of international English. This notion, supposedly, supports every English speaker of a different nation, background, and culture. However, the public preference in native speaker is still apparent. This study is aimed to explore one non-native English speaker teacher’s experiences in teaching English along with a native English speaker teacher. This study employed narrative inquiry, the data gathered by interviews, and document analysis. The non-native English speaker teacher experiences several discriminations in the form of job division, job requirements, and even the wage difference. The public preference for native English speaker teachers is still apparent, looking at the growth of schools with native-speaker teachers.

Enclosing native speakerism: students’, parents’ and teachers’ perceptions of language teachers

ABSTRACT The English Language Teaching (ELT) industry has long been ruled by native-speaker norms. Despite the fact that non-native speaking teachers (NNSTs) outnumber native speaking teachers (NSTs), the formers’ linguistic abilities are often perceived as not fully fledged by both students and NNSTs themselves. Many studies have examined the NST vs. NNST debate, from students’ or teachers’ (but rarely from both) points of view. Surprisingly, parents’ standpoint has been largely ignored throughout the history of this body of research, despite their key role in their children’s education. The main goal of this paper is to explore students’, parents’ and teachers’ opinions and attitudes towards NSTs and NNSTs. The data for this study was collected from 507 secondary and high school students, parents and English language teachers through questionnaires and focus groups. Participants were asked for their native/non-native teacher preferences in four different categories: assessment and support, attitudes and motivation, culture, and perceived linguistic abilities. Results indicate a general preference for NSTs, despite most participants acknowledging the potential of team-teaching approaches. However, it was observed that the analysis of individual items needs to be considered, as it reveals some clear-cut trends regarding NSTs’ or NNSTs’ preference by each of the three groups.