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首页> 外文学位 >A comparison of native- and nonnative-English-speaking teachers' beliefs about teaching English as a second language to adult English language learners.
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A comparison of native- and nonnative-English-speaking teachers' beliefs about teaching English as a second language to adult English language learners.

机译：比较以英语为母语和非英语的老师对成人英语学习者进行英语作为第二语言的教学观念。

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摘要

This study investigated the beliefs that native- and nonnative-English-speaking teachers (NESTs and NNESTs) have about teaching English as a second language (ESL) to adult English language learners (ELLs). The teachers' beliefs were compared in order to determine how NNESTs' beliefs were different from those of NESTs based on the fact that they have gone through the “ESL experience”, a cross-cultural and language-learning experience similar to that experienced by their students. The teachers' beliefs were divided into four categories.; A survey was conducted with forty NESTs and forty NNESTs who teach ESL in adult education programs in twenty U.S. states. Using a General Linear Model to analyze the survey data, the results reveal that a difference was found between NESTs' and NNESTs' beliefs about (a) the role of the teacher's sociocultural and linguistic background and experiences in the ESL classroom; and, (b) the importance of including cross-cultural issues in ESL instruction. In addition, the number of languages spoken (NLS) by the teachers and their language background (NEST vs. NNEST) were correlated which indicates that NLS matters in determining the teachers' beliefs about teaching ESL to adult ELLS.; Seven NNESTs and four NESTs participated in personal interviews conducted over the phone. Using the Constant Comparative Method to analyze the interview data, the results reveal that NNESTs' and NESTs' beliefs about teaching ESL to adult ELLS differ based on their perceived strengths as ESL professionals, and that these beliefs derive from their language-learning and cross-cultural experiences. Data also indicate that NESTs in this study were not aware of the marginalization issues with which their NNEST colleagues contend in the field of adult education.; The conclusions and recommendations for this study may be of particular interest to ESL teachers who work with ELLs, to adult education professionals who hire or provide professional development for ESL teachers, and to those involved with doing research or making policies in Teaching English to Speakers of Other Languages.
机译：这项研究调查了以英语为母语和非英语的老师（NEST和NNEST）对成人英语学习者（ELL）教授英语作为第二语言（ESL）的信念。比较教师的信念，以便确定NNEST的信念与NEST的信念有何不同，这是基于他们经历了“ ESL经历”，即一种与他们的经历相似的跨文化和语言学习经历学生们。教师的信念分为四类。对40个NEST和40个NNEST进行了一项调查，他们在美国20个州的成人教育计划中教授ESL。使用通用线性模型来分析调查数据，结果表明NEST和NNEST的信念之间存在差异（a）教师的社会文化和语言背景以及经验在ESL课堂中的作用; （b）在ESL教学中纳入跨文化问题的重要性。另外，教师的口语数量（NLS）和他们的语言背景（NEST vs. NNEST）之间存在相关性，这表明NLS对于确定教师对成人ELLS进行ESL教学的信念至关重要。七个NNEST和四个NEST参加了通过电话进行的个人访谈。使用“常量比较法”来分析访谈数据，结果表明，NNEST和NEST对成人ELLS进行ESL教学的信念因其作为ESL专业人士的感知优势而异，并且这些信念源自他们的语言学习和跨语言学习文化经验。数据还表明，本研究中的NEST尚未意识到其NNEST同事在成人教育领域所面临的边缘化问题。与ELL合作的ESL教师，为ESL老师聘用或提供专业发展服务的成人教育专业人员，以及从事研究或制定有关向讲者讲英语的政策或政策的人员，可能会对本研究的结论和建议特别感兴趣。其他语言。

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  • 作者

    Maum, Rosemaria.;

  • 作者单位

    University of Louisville.;

  • 授予单位 University of Louisville.;
  • 学科 Education Adult and Continuing.; Education Language and Literature.; Education Bilingual and Multicultural.
  • 学位 Ph.D.
  • 年度 2003
  • 页码 212 p.
  • 总页数 212
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 成人教育、业余教育;
  • 关键词

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