English  |  正體中文  |  简体中文  |  Items with full text/Total items : 17838/20023 (89%)
Visitors : 22296429      Online Users : 213
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: https://ir.cnu.edu.tw/handle/310902800/19117

    標題: On NESTs and Non-NESTs
    作者: 沈麗璧
    貢獻者: 應用外語系
    關鍵字: 外國籍英文老師
    teaching behaviors
    native competence
    日期: 2007
    上傳時間: 2009-04-12 09:58:33 (UTC+8)
    摘要: The purposes of this study were (1) to explore students’ perception and beliefs on the differences between the native English speaking teachers (NESTs) and the non-native English speaking teachers (non-NESTs) and (2) to determine if students’ preference on NESTs related to their age, grades, scores, and genders. A survey questionnaire was designed to conduct this research. The participants were 357 students in a university in southern Taiwan. The results of this study were consistent with Medgyes’ (2001) remarks on the bright side of non-NESTs as well as on the strengths of NESTs. In general, non-NESTs provide better learner models, offer effective method in language learning strategy, provide more information about the English language, better anticipate learners’ difficulties, be more sensitive to students’ needs, use L1 more, and improve students’ vocabulary and grammar competence more often. NESTs have more flexibility in teaching methods, are more creative and informal, focus more on fluency, prefer group work, endure students’ errors more, give fewer tests, don’t use students’ L1 to teach, and provide more cultural information. More than half of the participants believed that NESTs’ teaching hours should not be adjusted and that both NESTs and non-NESTs were effective teachers. 89.9% of the participants believed that NESTs should teach speaking courses (e.g. conversation and public speech) rather than other courses (e.g. literature, linguistics, business English, listening, reading, and writing). Of all those demographical variables, grade level, and scores were associated with their preference of NESTs.
    關聯: 嘉南學報(人文類) 33期:p.371-382
    Appears in Collections:[嘉南學報] 33 期 (2007)
    [應用外語系] 期刊論文

    Files in This Item:

    File Description SizeFormat
    v33_371_382.pdf245KbAdobe PDF692View/Open

    All items in CNU IR are protected by copyright, with all rights reserved.

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback