Nonnative English Speaking Teachers SelfperceptionsWord文档格式.docx
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ShihoAsato
APLING572:
CommunicationinL2Classroom
ProfessorK.E.Johnson
May7,2008
Introduction
ThisresearchappliestheReves&
Medgyes(1994)andtheSamimy&
Brutt-Griffler(1999)approachtosurveytheself-perceptionsoftwo(three)EFL/ESLnon-nativeEnglishspeakerteachers.
Reves&
Medgyes(1994)conductedaninternationalsurveyof216NSandNNSEnglishteachersfrom10countries.Inordertorevealthedifficultiesnon-NESTshaveincommonandtosuggestwaystoimprovetheirpublicimageandtheirself-perception,theyconfirmedthefollowingthreehypotheses:
1)NSandNNSEnglishteachersaredifferintermsoftheirteachingbehaviors
2)Thesedifferencesinteachingpracticearemainlyduetotheirdifferinglevelsoflanguageproficiency
3)TheirknowledgeofthesedifferencesaffectstheNNSteacher’s‘self-perceptionandteachingattitudes.’
Theyfoundthatnon-NESTsacknowledgetheirdistinguishedimportantroleasanon-NESTintheEnglisheducation;
though,theyhaveapoorerself-imageduetotheirawarenessofEnglish-languagedeficiency.Theysuggestthat‘frequentexposuretoauthenticnativelanguageenvironmentsandproficiency-orientedin-servicetrainingactivities’mayimprovetheirdifficultiesinthetargetedlanguage,anditwillleadtobuildinguptheirself-confidence.
Samimy&
Brutt-Griffler(1999)appliedtheapproachofReves&
Medgyes(1994)tothesurveyoftheself-perceptionsofNNSgraduatestudentsmajoringinTESOL.TheparticipantsperceivedadifferencebetweenNESTsandnon-NESTsintheirteachingbehavior,whichwasconsistentwiththeresultsoftheformerstudy;
however,theyconsideredthatwhethershe/heisanativeornon-nativeisnotamatterforsuccessfulteachingEnglish,andothersocioculturalfactorscanbedecisivefactors,instead.
Theformerstudyissignificantinsurveyingthedifficultiescommonlysharedwithnon-NESTsfromvariousbackgrounds.Thelatterstudyisalsosignificantbyexemplifyingthatthecontextualfactor(ESLorEFL)wouldaffectnon-NESTs’self-confidence.However,thesestudiesdidnotreflectonAsianparticipants’perspectives.Onthebasisofthesestudies’approaches,thecurrentcasestudyaimstoexplorehowJapaneseandKoreanEFL/ESLteachersperceivethemselvesaslanguageprofessionals.Thecurrentstudysurveystwoparticipantswithdifferentteachingsettings.Itintendstocomparetheirself-perspectivesaslanguageprofessionalsandthedifferencesoftheirteachingsettingsandpersonalhistories.Thissmallscaleandethnographicalstudyislimitedinlightofgeneralizability.However,thesetwosetsofcasestudieshaveapotentialtoyieldarichdescriptionwhichisdifficulttobeachievedbylargerscalequantitativestudies.
TheStudy
ResearchQuestion
Thepurposeofthisstudyistoseehownon-nativeEnglishspeakingteacherspositionthemselvesasalanguageprofessional.Hereistheresearchquestion:
Howdotheparticipantsperceivethemselvesaslanguageprofessionalsintermsoftheirlinguisticcompetence,communicativecompetence,teachingmethodologiesandsoforthvis-à
-visnativeEnglishspeakingprofessionals?
Participants
Participant1:
M(Japanese,female)
Thefirstparticipant,MisanEFLteacherofpublichighschoolinJapan.HerfirstlanguageisJapanese.Havingtakenfour-yearteachertrainingatundergraduatelevelinJapan,sheisnowanoviceteacherwithone-yearprofessionalteachingexperience.Heraverageteachingroadis19hoursaweek,andsheusuallyteachesatover-40-sizeclass.
Participant2:
H(Korean,female)
ThesecondparticipantisH.SheisaKoreanPhDstudentmajoringinAppliedLinguisticsinPSU.Asherjobofteachingassistantship,shehasbeenteachingEnglishfor7monthsatESLcourseforinternationalcollegestudents.Heraverageteachingroadisfivehoursaweek,andsheusuallyhas15to20studentsinaclass.Shetookfour-yearteachertrainingatundergraduatelevelinKorea.BeforecomingtotheUS,shehadtaughtEnglishatahighschoolinKoreaforoneandahalfyears.ThereforeshehasexperiencedbothESLandEFLteachingsettings.
DataCollection
Alldatawerecollectedbyquestionnairesandwritteninterviews.Whileoneoftheparticipants,HisintheUS,whichallowstheresearchertotakeafacetofaceinterview,theotherparticipantMisinJapan,whichisnotavailablefortheresearchertotakeaninterview.Inordertoofferfairsurveysettingswithbothparticipants,datawerecollectedinwritingsandexchangedviaemails.
Questionnaire
Thequestionnaireintendedtobrieflysurveyparticipants’educationalandinstructionalbackground,theirbeliefsinteachingEnglishandtheirperspectivestowardsnativeEnglishspeakingteachers