ОСОБЕННОСТИ МЕСТНЫХ И ИНОСТРАННЫХ ПРЕПОДАВАТЕЛЕЙ АНГЛИЙСКОГО ЯЗЫКА: ИССЛЕДОВАНИЕ В ТАЙВАНЕ
Ключевые слова:
межкультурная коммуникативная компетентность [ICC], лингва франка, лингвистическо-аналитический подход, преподаватели как [не] носители английского языка, нативность
Аннотация
В статье проверяется стереотипное мнение азиатских студентов, считающих, что носители английского языка преподают его лучше, чем местные учителя английского языка. Результаты исследования показывают, что те и другие имеют свои преимущества в определенных областях обучения языку. Например, преподаватели, для которых английский является родным языком, хорошо обучают правильному произношению, добиваются от учеников широкого и правильного использования словарного запаса, являются компетентными культурными посредниками, тогда как местные преподаватели, используют лингвистически-аналитический метод преподавания, способствуют изучению грамматики английского языка, обучают переводческим навыкам, готовят к сдаче экзаменов и др. Для эффективного и сбалансированного обучения английскому языку необходимо учитывать ценные лингвистические и педагогические знания преподавателей обеих категорий (носителей английского языка как родного и не родного), которые должны сотрудничать и дополнять друг друга.
Литература
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15. Liao, Hsien-Chung & Yang, Cheng-Cheng. (Oct 2012). Teaching Practice and Cultural Difference of an English as Foreign Language Classroom in Taiwan. In: English Language Teaching, Vol. 5, No. 11, p. 151-160.
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17. Llurda, E. (2006). Non-native language teachers. Perceptions, challenges and contributions to the profession. In: International Journal of Applied Linguistics, Vol. 16, No. 3, p. 434-437.
18. Ma, L.P.F. (2012). Perceived teaching behavior of native and non-native English speaking teachers in Hong Kong: are there any differences? In: Hong Kong Journal of Applied Linguistics, 14(1), p. 89-108.
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20. Medgyes, P. (1992). Native or non-native: Who’s worth more? In: ELT Journal, 46(4), p. 340-349.
21. Meadows, B., & Muramatsu, Y. (2007). “Native speaker or non-native speaker teacher?” A report of student preferences in four different foreign language classrooms. In: Arizona Working Papers in SLA & Teaching, Vol. 14, p. 95-109. Retrieved from: http://slat.arizona.edu/sites/slat/files/page/awp14muramatsu.pdf.
22. Najjar, L.J. (1996). Multimedia information and learning. In Journal of EducationalMultimedia and Hypermedia, 5(2), p. 129-150.
23. Paul, David. (2003). Teaching English to Children in Asia. Hong Kong: Longman Asia ELT.
24. Seidlhofer, B. (1999). Double standards: Teacher education in the expanding circle. In: World Englishes, 18(2), p. 233-245.
25. Sung, C.C. (2010). Native or non-native? Exploring Hong Kong students’ perspectives. In: G. Bota., H. Hargreaves. (edts.). Papers from the Lancaster University Postgraduate Conference in Linguistics & Language Teaching, Vol. 4, p. 1-18.
26. Tsou, Shih-Yun. (2013). Taiwanese university students’ perceptions toward native and non-native English-speaking teachers in EFL contexts. Unpublished dissertation. University of Idaho.
27. Vaish, Viniti (2010). (ed.). Globalization of Language and Culture in Asia. The Impact of Globalization Processes on Language. London, NY: Continuum. 245p.
28. Walkinshaw, I. (2012). Native- and non-native speaking English teachers in Vietnam: weighing the benefits. In: TESL-EJ, 16(3). Retrieved from: http://www.tesl-ej.org/wordpress/issues/volume16/ej63/ej63a1/.
29. Walkinshaw, I., & Oanh, D. H. (2014). Native and non-native English language teachers: Student perceptions in Vietnam and Japan. In: SAGE Open, Vol. 4(2), p. 1-9.
30. Wu, Hui-Ju. (Nov 4, 2010). Beliefs about learning English: a study of non-English majors from a university in Taiwan. In: The International Journal of Learning, Vol. 17, No. 4, p. 166-177.
31. Young, S.S.C. (2003). Integrating ICT into second language education in a vocational high school. In: Journal of Computer Assisted Learning, Vol. 19, p. 447-461.
2. Brutt-Griffler, J., Samimy, K.K. (2001). Transcending the nativeness paradigm. World Englishes, 20(1), p. 99-106.
3. Butler, Y.G. (2009). Issues in the assessment and evaluation of English language education at the elementary school level: Implications for policies in South Korea, Taiwan, and Japan. In: The Journal of Asia TEFL, Vol. 6(2), p. 1-31.
4. Byram, Michael. (1997). Teaching and Assessing Intercultural Communicative Competence. England: Multilingual Matters Ltd. 124p.
5. Chang B.M. (2011). The roles of English language education in Asian context. In: Journal of the Pan-pacific Association of Applied Linguistics, Vol.15, No.1, p. 191-206.
6. Chang C.W. (2013). Exploring the beliefs of native and non-native English speaking kindergarten teachers in Taiwan. In: International Journal of Research Studies in Language Learning, Vol. 2(5), p. 3-16. Retrieved from: http://www.consortiacademia.org/index.php/ijrsll/article/view/171.
7. Chang, Jia-Ni, Chang, Jackie (n.d.). Taiwanese senior high school students’ perceptions of native English-speaking teachers and non-native English-speaking teachers. National Pingtung University of Education. Retrieved from: http://webcache.googleusercontent.com/search?q=cache:http://140.127.82.166/retrieve/14849/45.pdf&gws_rd=cr&ei=dYxPWROCxNIEkYWsmAo.
8. Cheung, Y.L., Braine, G. (2007). The attitudes of university students towards non-native speakers English teachers in Hong Kong. In: RELC Journal, 38(3), p. 257-277.
9. Chien, Chin-Wen. (2014). Non-native pre-service English teachers’ narratives about their pronunciation learning and implications for pronunciation training. In: International Journal of Applied Linguistics & English Literature, Vol. 3(4), p. 177-190.
10. Davies, A. (2004). The native speaker in applied linguistics. In: A. Davies & C. Elder (eds.). The Handbook of Applied Linguistics. Oxford, UK: Blackwell, p. 431-450.
11. Duxbury, J., Yakovleva, E. (June, 2012). The Junior High School Project. In: Philological sciences. Questions of theory and practice, Vol. 3, Gramota: Tambov (Russia), p. 8-12.
12. Huang, Jinyan & Brown, Kathleen (2009). Cultural factors affecting Chinese ESL students’ academic learning. In: Education, Vol. 129, No. 4, p. 643-653.
13. Kasai, M., Lee, J.-A., Kim, S. (2011). Secondary EFL students’ perceptions of native and nonnative English-speaking teachers in Japan and Korea. In: The Asia EFL Journal, Vol. 13(3), p. 272-300. Retrieved from: http://www.asian-efl-journal.com/PDF/September-2011.pdf.
14. Lasagabaster, D., Sierra, J.M. (2005). What do students think about the pros and cons of having a native speaker teacher. In: E. Llurda (ed.). Non-native language teachers: Perceptions, challenges and contributions to the profession. NY: Springer, p. 217-241.
15. Liao, Hsien-Chung & Yang, Cheng-Cheng. (Oct 2012). Teaching Practice and Cultural Difference of an English as Foreign Language Classroom in Taiwan. In: English Language Teaching, Vol. 5, No. 11, p. 151-160.
16. Liu, Jun. (2007). Empowering non-native English-speaking teachers through collaboration with their native English-speaking colleagues in EFL settings. In: Jun Liu (ed.). English Language Teaching in China: new approaches, perspectives and standards. NY: Continuum, p. 107-126.
17. Llurda, E. (2006). Non-native language teachers. Perceptions, challenges and contributions to the profession. In: International Journal of Applied Linguistics, Vol. 16, No. 3, p. 434-437.
18. Ma, L.P.F. (2012). Perceived teaching behavior of native and non-native English speaking teachers in Hong Kong: are there any differences? In: Hong Kong Journal of Applied Linguistics, 14(1), p. 89-108.
19. Mahboob, A. (2004). Native or nonnative: What do students enrolled in an intensive English program think? In: L. Kamhi-Stein (ed.). Learning and teaching from experience: Perspectives on nonnative English-speaking professionals. Michigan: Michigan University Press, p. 121-147.
20. Medgyes, P. (1992). Native or non-native: Who’s worth more? In: ELT Journal, 46(4), p. 340-349.
21. Meadows, B., & Muramatsu, Y. (2007). “Native speaker or non-native speaker teacher?” A report of student preferences in four different foreign language classrooms. In: Arizona Working Papers in SLA & Teaching, Vol. 14, p. 95-109. Retrieved from: http://slat.arizona.edu/sites/slat/files/page/awp14muramatsu.pdf.
22. Najjar, L.J. (1996). Multimedia information and learning. In Journal of EducationalMultimedia and Hypermedia, 5(2), p. 129-150.
23. Paul, David. (2003). Teaching English to Children in Asia. Hong Kong: Longman Asia ELT.
24. Seidlhofer, B. (1999). Double standards: Teacher education in the expanding circle. In: World Englishes, 18(2), p. 233-245.
25. Sung, C.C. (2010). Native or non-native? Exploring Hong Kong students’ perspectives. In: G. Bota., H. Hargreaves. (edts.). Papers from the Lancaster University Postgraduate Conference in Linguistics & Language Teaching, Vol. 4, p. 1-18.
26. Tsou, Shih-Yun. (2013). Taiwanese university students’ perceptions toward native and non-native English-speaking teachers in EFL contexts. Unpublished dissertation. University of Idaho.
27. Vaish, Viniti (2010). (ed.). Globalization of Language and Culture in Asia. The Impact of Globalization Processes on Language. London, NY: Continuum. 245p.
28. Walkinshaw, I. (2012). Native- and non-native speaking English teachers in Vietnam: weighing the benefits. In: TESL-EJ, 16(3). Retrieved from: http://www.tesl-ej.org/wordpress/issues/volume16/ej63/ej63a1/.
29. Walkinshaw, I., & Oanh, D. H. (2014). Native and non-native English language teachers: Student perceptions in Vietnam and Japan. In: SAGE Open, Vol. 4(2), p. 1-9.
30. Wu, Hui-Ju. (Nov 4, 2010). Beliefs about learning English: a study of non-English majors from a university in Taiwan. In: The International Journal of Learning, Vol. 17, No. 4, p. 166-177.
31. Young, S.S.C. (2003). Integrating ICT into second language education in a vocational high school. In: Journal of Computer Assisted Learning, Vol. 19, p. 447-461.
Поступила в редакцию
2020-01-09
Опубликована 2020-07-15
Опубликована 2020-07-15