Non-Native-Speaker Teaching Spoken English - Literature review Example

Client inserts his/her name Name of tutor Name of institution Course title Date of submission LITERATURE REVIEW ON NON-NATIVE-SPEAKER TEACHING SPOKEN ENGLISH Introduction Because of globalization, professional are forced to move to various countries to cover up for the inadequacies observed. The English teachers are not an exception, and thus move to other countries in which they become non-native English speaker teachers especially in countries which use the English language as their mother tongue. Their proficiency is obviously questionable especially when handling learners whose first language is English. Therefore, the debate on the oral proficiency of non-native speakers as English teachers props up. Since the English language began to be taught internationally, the differences between native English teachers and non native English teachers have been noted by numerous researchers. An argument, therefore, emerges due to multifarious observations made by theses studies. The researchers have focused on the various traits and the unique aspects of the thoughts, and performance of non- native English teachers are examined. Study Rationale The study below seeks to examine the differences between native English teachers and the non-native English speaker teachers. It systematically considers the literature that has been put forward through the review of previous research on the research topic. The results indicate that there are both qualitative and quantitative differences observed between non-native speakers and native speakers in their attitudes to various English accents. From library sources that describe the subject, non native speakers portray a positive attitude towards the non native English accent and acknowledge the fact that there are difficulties in acquiring the native accent. Research question The research seeks to find out how non-native English speaker teachers are perceived by students, teachers. It also considers how the non-native English speaker teachers view their accented speech and their acknowledgment of difficulties. Literature review Mahboob (2004) observed the attitudes of learners towards their English language teachers. He also studied the various factors that influenced the students’ different perceptions. The research was carried out in a Midwestern US University on learners enrolled in the intensive English program. The 32 students came from different backgrounds, and there first language was different. Findings indicated that learners perceived native English teaches to be more competent that the non-native speakers. Data collected further showed that native English teachers had better teaching oral skills, vocabulary and cultural content. Therefore, their pronunciation was better as argued by the research subjects. Therefore, non-native English teachers lacked adequate cultural awareness and had less metalinguistics as compared to native English teachers. This indicates that the non-native English teachers lack adequate knowledge of student needs hence they are not efficient. In a study conducted by Cheung (2002), he focused on the perception of university students and teachers in reference to native English teachers and the non-native English teachers. He investigated the attitude and perception of the various English teachers’ strengths and weaknesses. A survey was conducted in Hong Kong and 420 learners studying various subjects from three universities and 22 expert English teachers from six universities. Interviews were conducted on the sample and results indicated that native English teachers and non natives differed a great deal in terms of their strengths and weaknesses. They believed that native English teachers had high teaching proficiency since they were able to use the English language, and had more knowledge of the cultures of the countries in which English is spoken. They further reported that non native English teachers recognized the needs of second language learners better as well as their cultures and their knowledge of grammar. A recent study carried out by Benke and Medgyes (2005) emphasizes the proposition made by previous studies reviewed above. The researchers carried a survey study on 422 students from Hungary who comprised of both English first learners and English second learners. They focused on the students judgments of the native and non-native English language teachers in regards to their teaching behaviors and knowledge characteristics. Findings from the study showed that the students had no partiality against the non-native English teachers. They regarded those teachers as equally proficient and capable of delivery in a traditional English classroom as compared to the native English speaking teachers. They judged the native English speaking teachers as more informal, extrovert and conversational as indicated in Benke and Medgyes (204). The strength of non native English teachers was that they were known to explain comprehensively grammar, vocabulary and translation aspects of language. On the other hand, native English teachers pronounce better and use vibrant language. Beckett & Stiefvater (2009) conducted a study that looked into the perceptions of English second language students towards the non-native English teachers. The ethnographic study was conducted in the United States. The participants comprised of 12 graduate students on whom, observations and interviews were applied in order to obtain information in regards to the topic of research. The students who came from various countries showed that they enjoyed being taught English as a second language by a non native English speaker. The analysis of the findings indicates that the non-native English speakers have the capacity and cultural knowledge enough to teach English as a second language. Moreover, the learners reported that the non native speakers created learning constraints due to change in confidence. This impacts effective classroom management. Arva &Medgers (2000) carried out a research on native and non- native language speaker teachers on other diverse traits. They also focused on their pedagogical behaviors. The study was carried out in Hungary. The participants comprised of 5 native English speakers originating from England and 5 non-native English speakers coming from Hungary. They found out that the level of competence of the L2 language differs profoundly. Also, their teaching behaviors differ. Although the teachers are equally qualified to teach the English language, the differences observed arise from their linguistic backgrounds. Therefore, native teachers demonstrated high communicative competence and superior linguistic characteristics of the English language. This is because the language is their mother tongue which makes them articulate it with much spontaneity. On the contrary, non native teachers show poor competence since they attain English through study and much effort. Arva &Medgers (261) argue that they lack the impulsiveness and experience notable difficulty in pronunciation. Zhang & Elder (2011) carried out an empirical study on the English first language teachers and English second language teachers. They focused on the judgment placed on their oral proficiency. The report made was based on the responses from national college English test- spoken English test done in China. In this manner, judgments of language proficiency were established and compared to native English speaking teachers. Both qualitative and quantitative analysis was done, and findings indicated that there were no divergent ratings on the speech samples used. There was some degree of agreement between the two groups studied in reference to their construct components of their proficiency in oral English. In a research conducted by Johnson and Frederick (1994), the attitude of American native, speakers towards the non-native counterparts was analyzed. This was done with adequate consideration of their speech and the grammatical errors that come with it especially the pronunciation mistakes. The two variables used were the first language of the speakers and the type of errors elicited in speech. These were considered whether they determine the judgment made by American native speakers on non- native speech. The sample used consisted of 124 college students obtained for the Florida State University. Findings indicate that American native speakers perceive non-native speech negatively in reference to the level of accent made by the speaker rather than using aspects of grammatical accuracy in the speech. Moreover, Spanish and Germany accents were rated equally while Arab-accented speech received a more negative judgment by the native speakers of American English. Cargile and Giles (1998) conducted a quantitative study in which they examined the influence of the non-native English speakers’ accent and speech fluency on the judgment made by the American native English speakers. The presupposed results indicated that respondents with a strong national identity may rate accented speech as poor and less enjoyable. This could be consistent in all the other aspects of the English language. Respondents with less national identity may tend to be critical on the subject. The study took place in a major western American University with a diverse language context among its students. Results from the study indicate that positive attitude towards the various speakers was triggered by the kind of accent that was generated in speech by the speaker rather than the message. For instance, the Japanese accent could generate a negative attitude despite the good tone of the message under presentation. Derwing (2003) in a mixed study examined second language English learners and how they perceive their own accents. He set to found out whether non-native language speaker accents and pronunciation difficulties influence their own judgments about accented speech. Therefore, the study aimed at examining non- native English learners and how they judged their accented speech problems. In simple terms, it considered the position of minority status on non- native English learners’ perceptions of accented speech. The study was based in Edmonton, Canada, and it involved 100 immigrants taking in the English second language learning program. 58% of the selected sample was a clearly visible minority group. Results of the study indicated that second language English learners who are adults do not comprehend the origin of the pronunciation problems that arise in their speech. They did not feel discriminated although they considered their accent as a hindrance to their integration process. The visible minority felt discriminated than the group that was non-visible in regards to accented speech. In a study conducted by Madrid & Perez (2004) on the learners’ perception of the quality of speech produced by native English teachers and non-native English teachers, found out numerous differences. Results indicate that native English teachers have greater ability since English is their first languages hence have practiced since childhood. Non native English teachers have less knowledge of the language and cannot present it better. Findings indicate that they are better teachers since they have enough experience in learning English as a second language and thus tend to teach it better. On the contrary, learners take non-native English teachers seriously than the native English teachers. Conclusion Despite the differences outlined in regards to various attitudes that people hold towards the non-native English teachers, it is necessary to note that they are capable teachers who have the ability to teach whatever the native teachers are capable of doing. Moreover, researchers such as Mahboob (2004) show that the learners’ attitude towards the non-native teachers is bound to change over time although he does not indicate clearly the time that is taken for attitudes to change. This is because the teachers shall have gained confidence and more command of the classroom. Most learners judge according to the accent and oral pronunciation rather than looking into knowledge of the content. Perceptions and attitudes towards non-native teachers are generally negative especially from native learners although some acknowledge their ability. Weaknesses of the previous researchers and recommendations for further research The researchers presented in the review have adequately studied the perceptions of students and teachers towards native English teachers and non-native English teachers. However, the researchers fail to consider the position of social agents in regards to the topic of debate. Future research should consider looking into the position of parents, educationists and other stakeholders in the education system and their views in regards to the proficiency of non-native English teachers and the native English teachers. It is also prudent to consider the perceptions, made towards other languages than English. Comparative research is very significant to look comprehensively into what other people think about the position of native and non-native teachers in numerous countries around the globe. The question for future research should consider the position of gender differences in the articulation of speech by non-native English speakers. It should seek to examine whether males and females experience similar difficulties related to accented speech when handling learners as non-native speakers of English. References Arva, V. & Medgers, P. 2000, Natives and Non-Natives Teachers in the Classroom, system 28(3), pp 355-372 Beckett, G. & Stiefvater, A. 2009, Change in ESL Graduate Students’ Perspectives on Non- Native English-Speaker Teacher, TESL Canada Journal, Vol. 27, No 1, Pp 27-46 Benke, E., & Medgyes, P. 2005, Differences in teaching behavior between native and Non-native speaker teachers: As seen by learners. In E. Llurda (Ed.), Non-native Teachers: Cargile, A. & Giles, H. (1998). Language attitudes toward varieties of English: An American- Japanese context. Journal of Applied Communication Research, 26, 338-356. Cheung, Y.L. 2002, the attitude of university students in Hong Kong towards native and non- Native teachers of English. Unpublished master’s thesis, Chinese University of Hong Kong. Derwing, T. M. 2003, what do ESL students say about their accents? The Canadian Modern Language Review, 59(4), 547-566. Johnson, R., & Frederick, L. 1994, Native Speakers’ Perceptions of Nonnative Speakers: Related To Phonetic Errors and Spoken Grammatical Errors. Paper Presented at the Annual meeting of the Teachers of English to Speakers of Other Languages, Baltimore, MD. Madrid, D. & Perez, L. 2004, Teacher and Student Preferences of native and non-native foreign Language teachers, Porta Linguarum 2, pp125-138 Mahboob, A. 2004, Native or nonnative: What do students enrolled in intensive English Programs think? In L. Kamhi-Stein (Ed.), Learning and teaching from Experience: Perspectives On non-native English speaking professionals (pp. 121-147). Ann Arbor, MI: University of Michigan Press. Zhang, Y. & Elder, C. 2011, Judgments of oral proficiency by non-native and native English Speaking teacher raters: Competing or complementary constructs? Journal of Language Testing, 28, no. 1, pp31-50 Read More