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

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The paper “ Non-Native-Speaker Teaching Spoken English” is an engrossing variant of a literature review on English. Because of globalization, professionals 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 these 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 RationaleThe 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, nonnative 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 questionThe 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 reviewMahboob (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 than 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.

References

Arva, V. & Mergers, 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 None-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

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 enroll in intensive English Do 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

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