Are They Really "Two Different Species?" Implicitly Elicited Student Perceptions about NESTs and NNESTs

Autor/inn/en	Aslan, Erhan; Thompson, Amy S.
Titel	Are They Really "Two Different Species?" Implicitly Elicited Student Perceptions about NESTs and NNESTs
Quelle	In: TESOL Journal, 8 (2017) 2, S.277-294 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-7941
DOI	10.1002/tesj.268
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Native Speakers; Student Attitudes; Statistical Analysis; Language Proficiency; Teacher Characteristics; College Students; Semantic Differential; Teacher Attitudes; Teacher Student Relationship; Teaching Styles; Educational Practices; Form Classes (Languages); Personality Traits; Teacher Collaboration; Teacher Empowerment; Scores + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Muttersprachler; Schülerverhalten; Statistische Analyse; Language skill; Language skills; Sprachkompetenz; Collegestudent; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrstil; Unterrichtsstil; Bildungspraxis; Analytischer Sprachbau; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Lehrerkooperation
Abstract	The native/nonnative-English-speaking teacher (NEST/NNEST) dichotomy has received much attention in the English language teaching profession. Although research shows that NESTs and NNESTs have different perceived strengths regarding English proficiency, personal characteristics, teaching behavior, and approaches to teaching English, more research is needed to discover learners' situated perceptions about teachers of English as a second language (ESL) in the classroom. A population of ESL students (N = 76) studying in a university-level English language program completed a semantic differential assessment scale that consisted of adjective pairs (e.g., "approachable" vs. "unapproachable"). Without being prompted by the NEST and NNEST labels, the students who were taught by either an NEST or an NNEST implicitly described their teachers' attitudes toward students, teaching style and practice in the classroom, and personality. Independent t-tests conducted on the scores for adjective pairs revealed that the NEST/NNEST status did not cause significant differences in students' perceptions, suggesting that NESTs and NNESTs are perceived as equals in the eyes of the students. The study has implications for language teachers and program administrators and promotes teacher empowerment and collaboration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01