1887
Volume 147, Issue 1
  • ISSN 0019-0829
  • E-ISSN: 1783-1490
USD
Buy:$35.00 + Taxes

Abstract

A small number of studies have been pubished which examine the native speaker teacher (NST) versus non-native speaker teacher (NNST) debate. However, almost all of them are concerned with teachers’ opinions, whereas this paper considers the question from the point of view of the student, a perspective largely ignored so far.

The data for this study were compiled from the completed questionnaires of 76 undergraduate university students who agreed to take part. Special attention was paid to two independent variables: (1) students’ specialisation and (2) whether the student had been taught by an NST. Them participants were asked if they preferred a native or non-native teacher/lecturer with regard to the following: language skills, grammar, vocabulary, pronunciation, learning strategies, culture and civilization, attitudes and assessment. Within these areas, students were asked about their preferences concerning primary, secondary and tertiary education.

The results showed a clear preference for the NST, although the most voted option was that of the team-teaching approach (an NST and an NNST working together). Nevertheless, the independent variables (specialisation and previous learning experience of an NST) did not exert a significant effect. The results seem to suggest the need for further discussion of the issues surrounding the NST/NNST debate.

Loading

Article metrics loading...

/content/journals/10.2143/ITL.148.0.2002063
2004-01-01
2024-10-10
Loading full text...

Full text loading...

References

  1. BARKHUIZEN, G.
    (1998) Discovering learners' perceptions of ESL classroom teaching/learning activities in a South African context. TESOL Quarterly32: 85–108.
    [Google Scholar]
  2. BARRATT, L. AND KONTRA , E.H.
    (2000) Native-English-speaking teachers in cultures other than their own. TESOL Journal9 (3): 19–23.
    [Google Scholar]
  3. BRAINE, G.
    (1999) Non-Native Educators in English Language Teaching. Mahwah, NJ: Lawrence Erlbaum.
    [Google Scholar]
  4. CANAGARAJAH, A. S.
    (1999) Interrogating the "Native speaker fallacy": Nonlinguistic roots, Non-pedagogical results. In G. Braine (ed.), Non-Native Educators in English Language Teaching, 77–92. Mahwah, NJ: Lawrence Erlbaum.
    [Google Scholar]
  5. COOK, V. J.
    (1992) Evidence for multicompetence. Language Learning42: 557–591.
    [Google Scholar]
  6. (1995) Multi-competence and the learning of many languages. Language, Culture and Curriculum8: 93–98.
    [Google Scholar]
  7. GARRETT, P. AND AUSTIN , C. G.
    (1993) The English genitive apostrophe: Judgements of errors and implications for teaching. Language Awareness2: 61–75.
    [Google Scholar]
  8. GARRETT, P. AND SHORTALL, T.
    (2002) Learners' evaluations of teacher-fronted and student-centered classroom activities. Language Teaching Research6: 25–57.
    [Google Scholar]
  9. JAMES, C.
    (1998) Errors in Language Learning and Use. Exploring Error analysis. London: Longman.
    [Google Scholar]
  10. KACHRU, B. B.
    (1996) The paradigms of marginality. World EngJishes15: 241–255.
    [Google Scholar]
  11. LASAGABASTER, D.
    (1999) EI aprendizaje del inglés como L2, L3 o Lx: ¿En busca del hablante nativo? Revista de Psicodidáctica8: 73–88.
    [Google Scholar]
  12. LASAGABASTER, D. AND SIERRA, J. M.
    (eds.) (2001) Language Awareness in the Foreign Language Classroom. Zarautz: Universidad del Pals Vasco - Euskal Herriko Unibertsitatea.
    [Google Scholar]
  13. (2005) What do students think about the pros ans cons of having a native speaker teacher?In E. Llurda (ed.) Non-native Language Teachers. Perceptions, Challenges and Contributions to the Profession, 217–241. New York: springer.
    [Google Scholar]
  14. LIU, J.
    (1999) Nonnative-English-speaking professionals in TESOL. TESOL Quarterly33, 85–102.
    [Google Scholar]
  15. Llurda, E.
    ed. Non-native Language Teachers. Perceptions, Challenges and Contributions to the Profession, New York: springer.
    [Google Scholar]
  16. MCNEILL, A.
    (2001) Non-native speaker teachers and awareness of lexical difficulty in pedagogical texts. Paper presented at the International Conference on Non-Native Speaking Teachers in Foreign Language Teaching. Lleida: University of Lleida.
    [Google Scholar]
  17. MEDGYES, P.
    (1994) The Non-Native Teacher. Hong Kong: Macmillan.
    [Google Scholar]
  18. PHILLIPSON, R.
    (1992a) Linguistic Imperialism. Oxford: Oxford University Press.
    [Google Scholar]
  19. (1992b) ELT: The native speaker's burden? ELT Journal46: 12–18.
    [Google Scholar]
  20. RICHARDS, J. C. , PLATT, J. AND PLATT, H.
    (1992) Dictionary of Language Teaching and Applied Linguistics. Harlow, Essex: Longman.
    [Google Scholar]
  21. SAMIMY, K. K. , BRUTT-GRIFFLER, J.
    (1999) To be a native or non-native speaker: Perceptions of "non-native" students in a graduate TESOL program. In G. Braine (ed.), Non-Native Educators in English Language Teaching, 127–144. Mahwah, NJ: Lawrence Erlbaum.
    [Google Scholar]
  22. TAJINO, A. AND TAJINO, Y.
    (2000) Native and non-native: What can they offer? ELT Journal54: 3–11.
    [Google Scholar]
/content/journals/10.2143/ITL.148.0.2002063
Loading
  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error