Overview of Students' Attitudes towards Non-native English Speaking-Teachers

It is reported that non-native English Speaking Teachers’knowledge and performance are subordinate to Native English Speaking Teachers’and students hold a negative attitude towards non-native English Speaking Teachers.The paper explores students’attitudes towards both groups of teachers from previous studies,suggests school administrators not rush to employ Native English Speaking Teachers before considering students’attitudes and recommends non-native English Speaking Teachers to enhance English proficiency,capitalize on pedagogical skill,interpersonal skill and personal qualities for effective teaching.

A Qualitative Study Examining Macao’s Parents’Attitude towards Native and Non-native English-speaking Teachers for Private Online Synchronous One-on-one English Lessons

In terms of English learning,whether native English-speaking teachers(NESTs)surpass non-native English-speaking teachers(NNESTs)or vice versa has been a heated topic.These two types of teachers have their own respective benefits and drawbacks with respect to English teaching.Most of the current related studies are on the traditional educational classroom setting in both secondary school and higher education.However,the study of the virtual learning platform as a method of teaching English is rare.This research displays valuable significance in identifying whether parents in Macao have a preference towards NESTs and NNESTs before they purchase the online synchronous one-on-one English lessons for their children.This qualitative study,after two participants were interviewed,concludes that they both prefer NESTs due to their authentic accent and pronunciation and believe it is more suitable in such a speaking-andlistening oriented online lesson.Price is not the prioritized factor to consider.They are generally satisfied with the teaching style of the online NESTs but it is also important to take note of the teaching approach conducted in the online lessons towards children,to ensure that it holds their interest appropriately.

In the Age of ‘World Englishes’,Native Speaker Teachers or Non-native Speaker Teachers?

This paper attempts to argue that in the age of‘World Englishes', it is not necessary to differentiate native speaker teachers from non-native speaker teachers. It is concluded that non-native speaker teachers can be as effective as their native colleagues and they have equal chance to achieve professional success, even though native speaker teachers have great advantages over non-native teachers in some aspects. It is time for employers, as well as ELT professionals to shut their eyes to the glaring differences between native speaker teachers and non-native speaker teachers and optimize such unique resources.

The Position of Non-native English Teachers in Globalisation

The traditional prejudice against Non-native English language teachers(NNETs)has been challenged recently.This essay examines features of NNETs and calls for acknowledging their integral position in global English teaching filed thanks to their established bilingual models for learners,mastery of professional knowledge,resourcefulness in teaching practice,and adaptability to local contexts.

The Role and Value of Sociolinguistics in English Language Teaching

This paper aims to explore how the study of sociolinguistics can benefit teachers,particularly in the context of teaching English as a Foreign Language(EFL)in China.The article will first examine how sociolinguistic knowledge can reshape teachers’perceptions of“English,”focusing on aspects such as English varieties,World Englishes,and Chinese English.Following that,the article discusses the necessity of rethinking current practices in English language teaching,including the nativeness paradigm and the concept of communicative competence based on a reconceptualized view of“English.”Additionally,the discussion will focus on how teachers,informed by sociolinguistic awareness of non-native teachers’identities and teacher agency,can address and resolve existing challenges in EFL teaching.Finally,the article will conclude by summarizing the key issues discussed and highlighting the significance of studying sociolinguistics for language practitioners in China.

Teacher's Role in the Oral English Class

English speaking has been paid more attention today, especially in the age of globalization. Teachers are attempting to find out more effective methods to enhance the teaching results of English speaking. Facing the great demands and present difficulties of oral English classes, teachers have to conduct more study and practice to find out what roles that an oral English teacher has to take in the oral English classroom. Compared with the traditional teaching role in the English classroom, an oral English teacher has to fulfill more than one role in the classroom teaching so as to provide better learning conditions for students. Lacking more exposure to the real interaction with native speakers, students expect the oral English teacher to be a creator of the language environment. With various teaching and learning activities in the oral English classroom, the teacher has to be a good organizer to ensure every student to achieve improvement. An oral English teacher also has to correct students'language errors while ensuring the smooth progress of the classroom teaching. Only when an oral English teacher make clear what roles he or she has to take in the classroom can he or she achieve effective teaching.

A SURVEY:CHINESE COLLEGE STUDENTS’PERCEPTIONS OF NON-NATIVE ENGLISH TEACHERS

本文是一份调查报告。通过对在校大学生的问卷调查和个别访谈,了解他们对中外英语教师的看法。调查的内容包括中外教师的语言能力、课堂教学能力及教师的人格魅力。结果表明,中外英语教师各有优势。外籍英语教师的语言能力,尤其在口语交际能力和目的语文化方面有较高的认同度。但是,中国英语教师也有他们不可替代的地位。他们更加了解学生的学习策略和风格,能够较准确地预测学生的学习难点,因而能更好地帮助他们解决问题。值得指出的是,高年级的学生更加关注教师的专业水平和人格魅力。

Why do Non-native Teachers of English Find it Difficult to Accept the Communicative Approach

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校本学术英语口语测试与《中国英语能力等级量表》的对接研究

本研究采用以考生为中心的方法将国内某双一流高校大一下学期的校本学术英语口语测试成绩与《中国英语能力等级量表》进行了科学对接。本研究收集了496名被试的校本口语测试成绩,基于量表的自评等级和教师评级,分析了三类数据以探究对应关系;之后对自评与教师评级差异较大的师生进行了半结构化访谈,以探究其原因。结果显示,口语成绩分组为优秀组的学生对应量表六级,良好组对应五级,中等组与及格组均对应四级,不及格组对应三级;绝大部分学生英语口语水平处于量表四级与五级。而学生自评等级显著低于教师评级,访谈显示这可能与学生缺乏某些情境经历、不熟悉某些语言任务或话题、对描述语理解不全面等因素有关。

Pedagogically, There Is No Room for a Native Speaker.

The current review study challenges the pedagogical role of native English-speaking teacher along with his/her role as a teaching model. The language （English） that about 500 years ago was just spoken by five to seven million speakers living in the British Isles, currently is globally taught, learned, and used by at least one and a half billion speakers living in different countries of the world （Crystal, 2003）. Therefore, one may find native speakers of varieties of Englishes, namely, American, Australian, Canadian, Indian, or British English... rather than the native speaker of pure English. Definitely, the Englishes used by these speakers globally are partially different from one another in terms of lexicon, pronunciation, and even grammar. Accordingly, the aim of this study is to convince the English teachers that there should not be any sensitivity to teaching just one type of English or taking any speakers of these varieties of Englishes as a teaching model. Preferably, in this study, it has been tried to acknowledge teaching interanational （formal） English which might be understandable to English speakers of the world. All in all, the findings of this review study indicated that English teachers all around the world should adopt the language （English） and adapt it based on the cultural norms of the learners and try to help them gain the mastery of language to use it locally and internationally when needed.

Native-speakerism in China:An Investigation of Foreign Language Education Policy and Learners’Attitudes

With the development of globalization,the use of English is no longer restricted to native speaker(NS)but also widely spread to non-native speaker(NNS).The importance of English learning is also acknowledged by Expanding and Outer Circle,and English as a foreign language(EFL)education plays a significant role in China’s education.Admitting the fact that non-native English teachers(NNESTs)take up a large proportion of English teachers,English language teaching(ELT)is still greatly influenced by native-speakerism.This research aims to investigate language ideologies reflected in Chinese foreign language education policy(FLEP)at higher education level,and Chinese English learners’attitudes towards native-speakerism and English teachers.A mixed method of policy analysis and survey is adopted in this research.After conducting analysing two FLEPs in higher education level,it is found that linguistic instrumentalism is the prominent language ideology,although native-speakerism and standard English ideology is implicitly demonstrated.Questionnaire is used to investigate 58 Chinese English learners’attitudes,revealing that most participants do not demonstrate bias towards either NESTs or NNESTs.Instead,the strengths and weaknesses of both NEST and NNEST are identified,though participants adhere to native-speakerism in terms of English variety.Overall,English learner’s attitudes are consistent with language ideologies in FLEPs.This research may provide implications for future studies on addressing native-speakerism in Chinese FLEPs,as well as relationship of students’attitudes and language policies.

“师生合作评价法”在大学英语听说教学中的使用效果研究

大学英语视听说教学中的“评价”环节在教学中发挥着监控、诊断、激励和调节重要作用。教学评价方法改革旨在保证教学评价的科学性、客观性和指导性,充分发挥其导向、反馈和强化作用,从而帮助教师形成有效教学反思和创新。本文以大学英语听说课程为例,对基于“共评—互评—反思—检验”的“师生合作评价法”在大学英语听说教学中的使用效果进行了探讨。

外籍教师教学与文化适应研究

改革开放以来,大量的外籍教师开始参与我国的大学外语教学工作,成为外语教师大军的一部分,他们所起的作用有目共睹,引起了我国外语教学研究者的广泛关注,但是涉及外籍教师职业教育与发展的研究却很少。为了深入这一领域的研究,在收集相关研究文献的基础上,总结了关于外籍教师外语教学和教师发展的主要研究成果,探讨外籍教师的教学方法,分析其课堂话语以及文化适应,以便为进一步探究外籍教师的内心世界和对职业的理解打下基础,从而深入研究其职业认同过程,促进其职业发展,更加充分地发挥外籍教师在我国大学外语教学中的作用,进而促进我国高校的外语教学,促进外语教学改革的成功开展。

抛锚式教学模式与教师的多元化作用——建构主义理论在大学英语听说课教学中的应用

建构主义理论对当前大学英语听说教学改革有着重要的指导意义。该理论强调以学生为中心,教师是学生构建知识过程的组织者、指导者、帮助者和促进者。本文讨论了在建构主义理论指导下,教师在大学英语听说课教学中,运用抛锚式教学(Anchored Instruction)法,起到的多元化作用。

从外教口语课堂特点重新审视交际法的运用

外语口语教学在国内日趋得到重视,但同时存在亟待解决的问题。本文从外教口语课堂的特点入手分析了外教对交际法的应用以及产生的效果,指出了国内目前交际教学法的应用和外语教师的课堂中的某些片面性。然后基于前人的研究,就我们该如何正确看待和使用交际法提出了一些需要改进的建议,并提出重新审视交际法中一些值得研究的地方,即交际法教学应包含语言认知和文化认知两个方面。

本籍教师与外籍教师专业英语课堂中西文化折射探究

通过课堂观察形式,主要从教学准备、教学材料、教学方法和步骤、座位安排、对学生表现的反馈、教师角色等几方面对本籍教师和外籍教师的专业英语口语课堂分别进行观察与描述,对比分析结果显示,两位教师的课堂存在较大的差异,而这些差异折射出中西方在个人主义与集体主义、不确定性规避、权力距离等文化维度上的不同。研究结果为专业英语口语教师的配备提供了一些启示与反思。

基于补缺假说理论的外教课外讲座设计与实践

"补缺假说"指出语言的使用依赖于语境,语言形式与语境知识的正确匹配才能产生正确、流利的语言交流。外籍教师的教学可以提供丰富的语境信息,减少母语语境知识补缺的干扰,从而提高学习者的学习效果。本文依据补缺假说理论,在实践基础上设计了以外籍教师为参与主体,为学习者提供真实语境的外教课外讲座,探讨了其在补充完善课堂教学内容、提高学生听说读写能力方面所起的积极作用。

自主学习条件下的大学英语听说教学

听说教学在大学英语教学中的重要性日渐凸显。在自主学习环境下,教师应努力提高自己的综合素质,多渠道参与学生的自主学习过程,以有效培养学生自主学习能力及听说能力。

初中英语教师听、说能力研究——以吉林省为例

英语教师专业素养关乎英语学科教学质量,听说能力是体现英语教师专业素养的重要指标,因此,了解初中英语教师听说能力是英语教学研究中一个值得重视和应不断深入探讨的关注点。研究者组织开展吉林省初中英语教师听说能力的测试,通过对吉林省初中英语教师听、说能力的基本分析,对各地区初中英语教师听、说能力测试结果差异因素的分析,从整体成绩对吉林省初中英语教师听、说能力测试结果分析,探讨出现这种状况的原因,提出强化吉林省初中英语教师听、说能力的必要性和迫切性,以及提高吉林省初中英语教师听、说能力的思考和建议。

本土化项目依托式英语国家研究课程的教师参与研究

在国家"走出去"战略和"一带一路"建设不断推进的背景下,为增加学生对相关国家的了解,提升其探究国别问题的能力,东北某高校英语专业开展了本土化项目依托式英语国家研究课程教学。本研究通过半结构化访谈采集数据,从学生的视角关注了课程教学过程中的教师参与。研究发现:英语国家研究课程在开课之初、选择项目题目、项目设计、项目开展、成果展示、成果指导等各个阶段中,教师都积极参与其中,并对学生学好英语国家研究课程发挥了重要的作用。但是,教师参与也存在一些问题,如提出的任务目标对一些学生而言过高、学生完成任务花费时间过多、教师对学生项目的指导不充分、对项目展示时学生使用的语言缺乏明确规定、学生进行展示的时间不足、教师在学生完善研究项目报告后参与度较低。针对这些问题,本文提出了改进建议。研究结果将有助于改进我国高校探究性课程的教学。