Native English Speaking Teachers and Non-Native English Speaking Teachers Influence the English Ability of English Learners in Taiwan.
Name: Chiang Shu-Chun
Class: Junior in Foreign Languages and Literatures Department of Chung Hsing University
Number: 49112074
Abstract
Since English Has become a global Language, many countries in Asia take
English as their second language and/or foreign language. The demand of English
teachers is increasing. This study focus on English teaching and the different learning
effect conducted by native English speaking teachers and non-native English speaking
teachers. For EFL students in Taiwan, some of them may not use English as well as
their mother language even though they have studied English with their English
teachers for more than ten years. When doing this project, I received lots of
information and inspiration form the report conducted by V. A ARVA, P. Medgyes.
The title of his project is “Native and non-Native teachers in the classroom.”
(December 1999) He investigates English teacher’s teaching methods and teachers’
learning English background. However, my project focuses on learners’ feedback to
their English teachers. The subject of this study is English learners in Taiwan,
especially for those students who at least have learned English for one year. The
method I used is research questions. In order to distinguish student’s English
proficiency affected by native English speaking teachers and non-native English
speaking teachers, I separated the students who learn English with NESTs from who
never learn English with NESTs. The learners taught by non-NESTs lose the
confidence in listening and speaking. On the contrary, about 60% English learners
agree their NESTs help them improve the aspect of listening and speaking, 45%
pronunciation.
Introduction
This study focus on English teaching and the different learning effect conducted
by native English speaking teachers and non-native English speaking teachers. For
EFL students in Taiwan, some of them may not use English as well as their mother
language even though they have studied English with their English teachers for more
than ten years. The biggest reason resulting in the low English proficiency among
English learners in Taiwan is the lack of English speaking environment. They don’t
have too much chance to speak English and listen to English. The situation also
happens in the English classroom where English learners are required to speak and
listen in English. In order to solve the problem, more and more English teaching
facilities in Taiwan heir native English speaking teachers from foreign countries. The
purpose of the study is not to claim with whom the English learners can learn English
much better but to analyze the different of their teaching effect on EFL student.
Absolutely, based on different background and educational levels, English teachers
have different influence on their students. However, out target is to analyze English
learners’ English proficiency after learning with NESTs and non-NESTs in Taiwan.
The only different these English teachers is what their tongue language is.
Literature review
When doing this project, I receive lots of information and inspiration form the
report conducted by V. A ARVA, P. Medgyes. The title of his project is “Native and
non-Native teachers in the classroom.” (December 1999) He investigates English
teacher’s teaching methods and teachers’ learning English background. He says in his
paper “Not, surprisingly, the primary advantage attributed to NESTs lies in their
superior English-language competence.” It goes without saying that NESTs know
much more of colloquial expressions, idioms and phrasal verbs than non-NESTs do,
and that’s why people agree NESTs have the ability to teach authentic English. As a
result, it is not surprising at all English learners learning English with NESTs have
high English proficiency in terms of the aspect of English speaking and listening.
However, as for as non-NESTs are concerned, they can explain and elaborate
grammar to English learners much better than NESTs. “ A fellow NEST remarked that
‘Most native teachers I know never really came across grammar until they started
teaching it.’” “On the other hand, grammar occupied the pride of place on the
non-NESTs list.” For most NESTs , they acquire the grammar of their mother
language by nature (It is part of UG.) not by learning it on purpose, most of them are
used to the rules and don’t know how to explain it. Nevertheless, non-NESTs are
better at elaborating it, because they also underwent the process of learning English
just as EFL students. Not only the profession of English teacher but also the material
and the activities they use in the classroom will affect learners’ learning. NESTs don’t
like them (textbooks) and they feel coursebook limit their book.’” “According to
another non-native, the NESTs’ permissive teaching style also featured in their
reluctance to assign homework and give grade. “ As in the non-native teacher,
non-NESTs were alleged to stick to the textbook, whereas heir native colleagues were
using a variety of materials. It was also concerned that NESTs were more tolerate of
student errors.” From the research question I conducted, more than 60% of students
who enjoy learning English with NESTs because of their casual attitude and animate
teaching style.” Learners have more opportunities to move among the desks when
taught by NESTs. I agree that learners can have higher English learning effect by
playing some games related to English in the classroom than those students only
sitting in front of the desk and listening to their teachers’ lecture.
Method
●Subject:
The subject of this study is English learners in Taiwan, especially for those
students who at least have learned English for one year. In addition, the English
learners are divided into two parts. One is the learners who learn English only with
non-native English speaking teachers, and the other is the learners who have learnt
English with native English speaking teachers. The age of the subject doesn’t be
particularly limited. People who answer the research question are required to look
back their learning experience and find out the problems during the learning process.
There are several questions in the survey about their difficulties in learning English.
Some questions are about what they think of their English teachers including NESTs
and non-NESTs.
●Data collection
The method I used is research questions. The amount to analyze the influence of
native English speaking teachers is the same as non-native English speaking teachers.
It’s twenty pieces of paper respectively. In order to distinguish student’s English
proficiency affected by native English speaking teachers and non-native English
speaking teachers, I separated the students who learn English with NESTs from who
never learn English with NESTs. Survey questions A is aimed to investigate the
students who never learn English with NESTs. The questions are as follows: (1) How
old are you? (2) How many years have you studied English? (3) Why do you learn
English? (4) How long do you study and/or use English in daily life in a week? (5)
Have you ever participated in any English test and what do you pass? (6) In terms of
English, what aspect do you worry most? (7) During your English learning process,
what do you think the most difficult part? (8) Which aspect of English do you
improve the most when learning with non-native English speaking teachers? (9)
Which aspect do you want to improve after learning with non-NESTs? (10) Why do
you choose learn English with non-NESTs? (11) Have you regretted not to learn
English with NESTs? (12) Are you afraid of speaking English because you lack the
chance to speak English? (13) Do you want to learn English with NESTs? (14) What
advice do you want to give non-native English teachers?
The English learners who used to learn English or are learning English with NESTs
answer survey questions B. In part B, I added several and amended some questions.
From question (1) ~ (6), these questions are the same as the question in part A (1) ~
(6). Item (7) is whether they have studied abroad. Item (10) is which part they want to
improve after learning English with NESTs. Item (11) is which aspect of English they
want to improve after learning English with NESTs. Item (12) asks them if they think
they are lucky to learn English with NESTs. Item (13) asks them the reason why they
like to learn English with NESTs and the reason why they prefer to learn with
non-NESTs. Item (14) asks for their advices for NESTs and non-NESTs.
●Data analyze
A is for the English learners learning with non-NESTs.
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A. |
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1 您今年幾歲? |
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15歲以下 20% 16~20歲 40% 20~25歲 40% 25~30 歲 10% 30歲以上 0% |
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2 學習英文幾年? |
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不到1年 20% 1~3年 20% 4~6年 20% 7~10年 30% 10年以上 10% |
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3 學習英文的動機為? (可複選) |
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興趣 40% 功課上需要 90% 工作上需要 5% 是趨勢所以要學 35% 打發時間 0% 其他 5% |
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4 一星期中日常生活接觸英文或學習英文的時間有多長? |
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不到1天 25% 1~2天 45% 3~4天 20% 5天以上 10% |
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5 是否參加過任何英文測試? |
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否 60% 是 40% |
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6 對於英語哪一方面的能力最為擔憂? |
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□ 聽 70% □說 60% □讀 50% □寫 65% □發音50% (可複選) |
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7 在學習英文的過程中,覺得最困難的部分是? |
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□ 聽 50% □說 35% □讀 30% □寫65% □發音 45% (可複選) |
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8 在和非以英語為母語老師學習時,覺得進步最多的是? |
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□ 聽 40% □說 45% □讀 50% □寫 60% □發音 25% (可複選) |
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9 在和非以英語為母語老師學習後,覺得哪一方面想要再加強? |
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□ 聽 55% □說 50% □讀 15% □寫 40% □發音 60% (可複選) |
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10 選擇和以非英文為母語的老師學習, 其原因為 (可複選) |
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□學習成效大 20% □ 親切感 40% □ 壓力較小 40% □ 溝通方便 60% □ 較易了解上課內容 35% □ 上課較活潑 15% □ 並沒特意和非英文為母語的老師學習 55% □ 其他 ______ |
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11 是否後悔沒能有機會和以英語為母語的老師學習? |
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□ 否 我和 |
和非以英語為母語的老師學也可以學的很好 |
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□ 是 如果可以和以英語為母語的老師學,我的□ 聽 □說 □讀 □寫 □發音 (可複選) 應該會有進步 |
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12 是否因為沒有或很少和以英語為母語的人交談,而害怕說英語? |
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□ 否 35% 只要有機會,我還是敢講。 |
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□ 是 65% 我會有點害怕。 |
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13 是否希望改變學習的對象? |
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□ 否 60% 現在的老師很好 因為_________________________________ |
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□ 是 40% 我和以英語為母語的老師學習看看。 |
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B. B is for the English learners learning with NESTs |
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1 您今年幾歲? |
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□ 15歲以下 25% □ 16~20歲 25% □ 20~25歲 35% □ 25~30 歲 10% □ 30歲以上 5% |
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2 學習英文幾年? |
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□ 不到1年 0% □ 1~3年 25% □ 4~6年 25% □ 7~10年 30% □ 10年以上 20% |
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3和以英語為母語的老師學習的時間大約多久? |
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□ 不到1年 30% □ 1~3年 55% □ 4~6年 5% □ 7~10年 0% □ 10年以上 |
0% |
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4 學習英文的動機為? (可複選) |
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□ 興趣 40% □ 功課上需要 75% □ 工作上需要 0%□ 是趨勢所以要學 45% □打發時間 0% |
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5 一星期中日常生活接觸英文或學習英文的時間有多長? |
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□ 不到1天 25% □ 1~2天 25% □ 3~4天 40% □ 5天以上 10% |
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6 是否參加過任何英文測試? |
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□ 否 55% □ 是 45% |
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7 是否有出國遊學或留學? |
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□ 否 80% □ 是 20% |
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8 對於英語哪一方面的能力最為擔憂? |
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□ 聽 60% □說 40% □讀 25% □寫 40% □發音 30% (可複選) |
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9在學習英文的過程中,覺得最困難的部分是? |
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□ 聽 25% □說 75% □讀 25% □寫 35% □發音 45% (可複選) |
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10在和以英語為母語老師學習時,覺得進步最多的是? |
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□ 聽 75% □說 80% □讀 15% □寫 20% □發音 45% (可複選) |
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11在和以英語為母語老師學習後,覺得哪一方面想要再加強? |
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□ 聽 35% □說 40% □讀 40% □寫 30% □發音 10% (可複選) |
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12 是否慶幸自己有和以英語文本國語的老師學習? |
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□ 否 20% 我覺得沒有差別 |
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□ 是 80% 我覺得我在 □ 聽 65% □說 70% □讀 30% □寫 30% □發音 40% (可複選) 贏別的英語學習者很多 |
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13 比較喜歡給以英語為母語的老師教或是非以英語為母語的老師教 |
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◎我喜歡給以英語為母語的老師教 原因是 (可複選) |
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□學習成效大 55% □ 親切感 15%□ 壓力較小 25% □ 溝通方便 20% □ 較易了解上課內容 10% □ 上課較活潑 40% □ 並沒特意和以英文為母語的老師學習 20% □ 其他 ______ |
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◎我喜歡給非以英語為母語的老師 原因是 (可複選) |
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□學習成效大 20% □ 親切感 30%□ 壓力較小 35% □ 溝通方便 50% □ 較易了解上課內容 40% □ 上課較活潑 20%□ 並沒特意和非英文為母語的老師學習 40% □ 其他 ______ |
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14 35%若你比較喜歡以英語為母語的老師,你給非以英語為母語的老師的建議為? |
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15 65%若你比較喜歡非以英語為母語的老師,你給以英語為母語的老師的建議為? |
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Result
The study reveals that learning English with NESTs and non-NESTs certainly
affect the efficiency of learning and English learners’ English proficiency. The
learners taught by non-NESTs lose the confidence in listening and speaking. On the
contrary, about 60% English learners agree their NESTs help them improve the aspect
of listening and speaking, 45% pronunciation. It approves that once English learners
learn English only with non-NESTs, they may be still bad at listening and speaking no
matter for how many years they have studied English. In addition, the English
learners in Taiwan are worried about their English listening and speaking ability and
their pronunciation most. They think speaking is the most difficult to overcome. It
implies these learners lack the environment to use English to listen to it or to speak it.
On the other hand, teachers’ attitude and their teaching method also influence English
learners. Over 80% learners like to learn with non-NESTs because it is easy to
understand what the teacher says and to communicate with each other. As a result,
20% learners who like to learn with non-NESTs hope that their NESTs can learn a bit
Chinese. However, the English learners who like to be taught by NESTs hope their
non-NESTs change their teaching method like using direct method which will help
their listening and teach something more useful and more practical which they can
apply to daily life. In fact, once the non-NESTs can have good pronunciation and
improve their professional skill. I think most English learners will want non-NESTs to
teach them.
Conclusion
The study is not meant to judge which kind of English teachers is better. It is
used to dig out the problems of English learners in Taiwan and to create a more
efficient English learning environment for English learners. Because English learning
in Taiwan has been a very controversial issue recently, a lot of researchers try hard to
find out what is the most suitable age to learn English. However, it still depends on
every parent. Now that learning English has become an inevitable trend in Taiwan. It’s
time for English teachers to figure out the most efficient teaching method and how to
make the English learners in Taiwan improve all aspects of English including
listening, speaking, reading, writing, and pronunciation, and to let them grow equally.
Reference
1. Hiromi Satio “ Seeing English Languafe Teaching and Learning through the Eyes of Japanese EFL and ESL students”
2. V. ARVA, P. Medgyes “ Native and non-native teachers in the classroom.”