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題名：Native and Non-Native English Speaking Teachers in Kindergarten Classrooms
書刊名：語文與國際研究
作者：李貞瑩
作者(外文)：Li, Chen-ying
出版日期：2015
卷期：13
頁次：頁1-21
主題關鍵詞：課室言談；外籍英語教師；中籍英語教師；幼兒英語教學；教學風格；Classroom discourse；Native English speaking teacher；Non-native English speaking teacher；Early childhood English language education；Teaching style
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  • 點閱點閱:20
目前有關外籍和中籍英語教師差異的文獻主要依賴自我報告的數據，本研究則分析此兩種幼兒英語教師課室言談並輔以訪談資料以確認他們不同的教學風格。研究結果發現，中籍教師在課堂中會靈活運用中、英文以達到教學及溝通的目的。外籍教師則全程使用英文，與學生有溝通障礙並有課堂紀律的問題，但會使用較豐富的辭彙、不同的句型及更多例子來解釋新字，與學生會有更長且更頻繁的社交談話。除了教師的語言能力，本研究顯示教師的信念、態度、教學策略也是影響他們形成不同教學風格的因素。
Previous studies on the differences between native and non-native English-speaking teachers have relied mainly on self-reported data, whereas this study examines the actual classroom discourse of kindergarten native and non-native English-speaking teachers to identify their teaching styles with supplementary data from interviews. The results show that the non-native English speaking teacher (NNEST) benefited from sharing learners' LI (Chinese), code-switched between English and Chinese flexibly, and used Chinese effectively for various pedagogical and communication purposes. In contrast, the native speaking teacher (NEST) used English exclusively and had a communication gap with learners. The NNEST adopted more strategies to maintain classroom discipline, whereas the NEST had a serious problem maintaining classroom discipline. However, the NNEST, who owns superior English competence, used a fuller range of lexicons and syntactic structures with multiple examples to illustrate a new word, and had longer, more frequent social talks with learners. In addition to teachers' linguistic competence, data also show that teacher beliefs, attitudes and teaching strategies are influential variables to consider in interpreting their diverse teaching styles.
期刊論文
1.謝明芳(20100600)。Teaching Young Children English: Experiences of Native and Nonnative English Speaking Teachers。英語教學，34(2)，45-98。new window  new window
2.Jong, Jin(200507)。Which is better in China, a local or a native English-speaking teacher?。English Today，21(3)，39-46。  new window
3.Boyle, J.(1997)。Native-speaker teachers of English in Hong Kong。Language and Education，11(3)，163-181。  new window
4.Lee, E.、Lew, L.(2001)。Diary studies: The voices of nonnative English speakers in a master of arts program in teaching English to speakers of other languages。CATESOL Journal，13(1)，135-149。  new window
5.Ma, L. P. F.(2012)。Advantages and Disadvantages of Native and Nonnative Englishspeaking Teachers: Student Perceptions in Hong Kong。TESOL Quarterly，46，280-305。  new window
6.Macaro, E.(2001)。Analysing student teachers' codeswitching in foreign language classrooms: theories and decision making。The Modern Language Journal，85(4)，531-548。  new window
7.Árva, V.、Medgyes, Péter(2000)。Native and non-native teachers in the classroom。System，28(3)，355-372。  new window
8.Barratt, L.、Kontra, E. H.(2000)。Native-English-speaking teachers in cultures other than their own。TESOL Journal，9(3)，19-22。  new window
9.Medgyes, Péter(1992)。Native or non-native: Who's worth more?。English Language Teaching Journal，46(4)，340-349。  new window
10.Cook, Vivian J.(1999)。Going beyond the native speaker in language teaching。TESOL Quarterly，33(2)，185-209。  new window
會議論文
1.Hsu, Y. K.(2001)。The investigation of teaching English in early childhood education。Taipei, Taiwan。105-141。  new window
學位論文
1.Lin, H. Y.(2005)。Teacher talk of native and non-native English teachers in EFL classrooms(碩士論文)。Ming Chuan University，Taiwan。  new window
2.Nien, H. Y.(2001)。A study of English teaching in a kindergarten: An example of a bilingual class in North Taiwan(碩士論文)。Taipei Municipal University of Education，Taipei。  new window
3.Wu, Y. L.(2004)。The case study of teacher-pupil interaction in the kindergarten English classroom(博士論文)。National Kaohsiung Normal University，Kaohsiung。  new window
圖書
1.Gardner-Chloros, P.(2009)。Code-switching。Cambridge：Cambridge University Press。  new window
2.Luk, J. C. M.、Lin, A. M. Y.(2007)。Classroom interactions as cross-cultural encounters native speakers in EFL lessons。New Jersey：Lawrence Erlbaum。  new window
3.Seedhouse, P.(2004)。The interactional architecture of the language classroom: A conversation analysis perspective。Blackwell。  new window
4.Medgyes, P.(1994)。The non-native teacher。London：Macmillan。  new window
圖書論文
1.Benke, E.、Medgyes, P.(2006)。Differences in teaching behavior between native and nonnative speaker teachers: As seen by learners。Non-Native Language Teachers: Perceptions, Challenges and Contributions to the Profession。New York：Springer。  new window
2.Lasagabaster, D.、Sierra, J. M.(2005)。What do students think about the pros and cons of having a native speaker teacher?。Non-Native Language Teachers: Perceptions, Challenges and Contributions to the Profession。Springer。  new window
3.Lipovsky, C.、Mahboob, A.(2010)。Appraisal of native and non-native English speaking teachers。The NNEST lens: Non native English speakers in TESOL。Newcastle upon Tyne, England：Cambridge Scholars。  new window
4.Macaro, E.(2005)。Codeswitching in the L2 Classroom: a Communication and Learning Strategy。Non-Native Language Teachers: Perceptions, Challenges and Contributions to the Profession。Springer。  new window
5.Mahboob, A.(2004)。Native or Non-Native: What do the students think?。Learning and Teaching from Experience。Michigan：University of Michigan Press。  new window
6.Mullock, B.(2010)。Does a good language teacher have to be a native speaker?。The NNEST lens: Non native English speakers in TESOL。Cambridge Scholars Publishing。  new window
7.Medgyes, P.(2001)。When the teacher is a non-native speaker。Teaching English as a Second or Foreign Language。Boston：London：Heinle and Heinle。  new window
 
 
 
 
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