臺灣博碩士論文加值系統

在過去十年中，多所英語補習班已聘請了外籍英語教師在台灣授課。國外進行的研究報告指出，外籍教師可以改善學生學習英語的實際過程。然而，由於台灣相關研究的不足，尤其是利用外籍教師來改進英語學習者的文法表現方面，有更進一步探討的需要。因此，本研究旨在探討外籍教師的教學對以學習英語為外語的學童英文文法學習的成效，以及他們對在台灣一所英語補習班的外籍教師英語教學的態度。

共有三十位來自南部一所英語補習班的學生參與該研究。為了蒐集研究問題所需的數據，研究者在學生參與共十九週的外籍教師英語授課前後，分別進行了前測與後測，並在教學期間內進行了九次的課堂觀察。此外，還使用問卷調查和訪談，以獲取學生的背景資料，並記錄他們對外籍教師教學的看法。

本次研究共獲得兩項主要結果：第一、外籍教師的英語教學能有效地促進學童英文文法的習得。具體而言，測驗結果顯示與前測成績相比，後測的成績是有顯著的進步。第二、根據學生的意見，外籍教師的英語教學優點是讓他們完全沉浸在英語環境中，教學態度認真，以及鼓勵自主學習的家庭作業分配。然而，缺點包括無法使用學生的母語來解釋複雜的文法規則，忽略了學生的感受，以及過多的家庭作業。最後，本研究針對未來相關研究提供教育應用與建議。

Over the past decade, native English teachers (NETs) have been recruited by several English schools in Taiwan. A number of studies conducted abroad have shown that NETs can improve the actual process of learning English for students. However, due to the deficiency of much relevant research in Taiwan, it is necessary to examine whether NETs can help improve EFL learners’ grammar skills as suggested by other studies. The current study, therefore, aims to investigate the effect of the NET’s instruction on EFL children’s performance in English grammar and their attitude toward the NET’s instruction in an English school in Taiwan.

Thirty EFL students were recruited for this study from an English school in southern Taiwan. To collect the data needed for the proposed research questions, the pre- and post-tests were conducted before and after the NET’s instruction over a period of 19 weeks, and nine classroom observations were also conducted during the 19-week experiment. In addition, the questionnaire and interviews were conducted to garner background information on the students and record their opinions about the experience with the NET instruction.

Two major results were observed in this study. Firstly, learning English under the NET’s instruction could effectively facilitate the EFL students’ grammar skills. Specifically, the test results revealed that the participants performed significantly better on the posttest as compared to the pretest. Secondly, the advantages the students reported were full immersion in an English-speaking environment, the NET’s serious attitude towards teaching, and the assignment of homework that encouraged autonomous learning. However, the disadvantages included the absence of the students’ mother tongue to explain complicated English grammar rules, a neglect of the students’ feelings, and an increased quantity of homework. Finally, the study presents pedagogical implications and suggestions for future research.

Table of Contents

Chinese Abstract i
English Abstract ii
Acknowledgement iv
Table of Contents v
List of Tables vii

CHAPTER ONE INTRODUCTION 1
1.1 Background 2
1.2 Purpose of the Study 3
1.3 Significance of the Study 4
1.4 Organization of the Thesis 4

CHAPTER TWO LITERATURE REVIEW 6
2.1. Comparisons of English Teaching Between NETs and NNETs 6
2.1.1 Different Approaches to Teaching 7
2.1.2 Different Focuses on Language Skills 9
2.2 Perceptions of NETs and NNETs 11
2.2.1 Research on Learners’ Perceptions of NETs 12
2.2.2 Research on Learners’ Perceptions of NNETs 14
2.3 Benefits of Learning English from NETs and NNETs 16
2.3.1 Research on the Benefits from NETs 16
2.3.2 Research on the Benefits from NNETs 18
2.4 Summary 20

CHAPTER THREE METHODOLOGY 21
3.1 Research Questions 21
3.2 Research Design 22
3.3 Setting and Participants 23
3.4 Data Collection 24
3.4.1 The Background Data of the Students 24
3.4.2 The English Written Test 25
3.4.3 The Interview with the Students 26
3.4.4 Classroom Observations 26
3.5 Procedure 27
3.6 Data Analysis 28

CHAPTER FOUR DATA ANALYSIS AND RESULTS 30
4.1 Analysis of the Background Data 30
4.2 Analysis of Classroom Observation 34
4.2.1 Sub-Theme A: Grammar-Focused 34
4.2.2 Sub-Theme B: Written Practice of Grammar 35
4.2.3 Sub-Theme C: Practice of Exam Questions 36
4.3 Analysis of Research Question One 36
4.4 Analysis of Research Question Two 38
4.4.1 Sub-Theme A: The Advantages 38
4.4.2 Sub-Theme B: The Disadvantages 39
4.5 Summary 40


CHAPTER FIVE INTERPRETATIONS AND IMPLICATIONS 42
5.1 Interpretations of Research Question One 42
5.2 Interpretations of Research Question Two 43
5.3 Pedagogical Implications 45
5.4 Limitations of the Study 46
5.5 Suggestions for Future Research 47
5.6 Conclusion 48

References 50
APPENDIX A: English Version of the Consent Form 55
APPENDIX B: Chinese Version of the Consent Form 56
APPENDIX C: English Version of the Background Survey 57
APPENDIX D: Chinese Version of the Background Survey 58
APPENDIX E: English Grammar Written Test 59
APPENDIX F: English Version of the Interview Questions 63
APPENDIX G: Chinese Version of the Interview Questions 64

Reference


Árva, V., & Medgyes, P. (2000). Native and non-native teachers in the classroom. System, 28(3), 355-372.

Arvizu, M. (2014). Students’ beliefs and expectations of native and non-native English teachers. Mextesol Journal, 38(3), 1-15.

Aslan, E., & Thompson, A.floris S. (2017). Are They Really “Two Different Species”? Implicitly Elicited Student Perceptions About NEST s and NNEST s. TESOL Journal, 8(2), 277-294.

Boyle, J. (1997). Native-speaker teachers of English in Hong Kong. Language and Education, 11(3), 163-181.

British Council. (1988). Report on the interim evaluation of the first year of the Expatriate English Language Teachers Pilot Scheme. Hong Kong: British Council.

Brown, J. D. (1991). Do English and ESL faculties rate writing samples differently?. Tesol Quarterly, 25(4), 587-603.

Brown, E. (2013). Native and Non-native English Speaking ESL/EFL Teachers in Sweden: A Study on Students’ Attitudes and Perceptions towards the Teaching Behavior of Native and Non-native English Speaking Teachers. Retrieved March 20, 2016, from https://www.divaportal.org/smash/get/diva2:624579/FULLTEXT01.pdf

Çakir, H., & Demir, Y. (2013). A comparative analysis between NESTs and NNESTs based on perceptions of students in preparation classes. The International Journal of Social Sciences, 14(1), 36-47.

Cheung, Y. L. (2002). The attitude of university students in Hong Kong towards native and nonnative teachers of English. Unpublished master’s thesis, The Chinese University of Hong Kong, Hong Kong.

Dickson, P. (1996). Using the target language: a view from the classroom. Slough: The National Foundation for Educational Research.

Floris, F. D. (2013). Exploring Teachers Beliefs on the Teaching of English in English Language Courses in Indonesia. Philippine ESL Journal, 11, 4-23.

Gardner, R. (1985). The Attitude/Motivation Test Battery (Technical report). London, ON: University of Western Ontario.

Huys, S. E. P. (2017). The Native Speaker Fallacy and Dutch EFL Students-A study into student preference for native or non-native English speaking teachers. Retrieved June 15, 2017, from https://theses.ubn.ru.nl/bitstream/handle/123456789/4852/Huys,%20Stijn%203026825.pdf

Islam, M. N. (2011). Collaboration between native and non-native English-speaking teachers. Studies in Literature and Language, 2(1), 33.

Kamhi-Stein, L. D. (Ed.). (2004). Learning and teaching from experience: Perspectives on nonnative English-speaking professionals. Ann Arbor, MI: The University of Michigan Press.

Kasai, M., Lee, J. A., & Kim, S. (2011). Secondary EFL students’ perceptions of native and nonnative English-speaking teachers in Japan and Korea. Asian EFL Journal, 13(3), 272-300.

Kiely, R., & Rea-Dickins, P. (2005). Evaluating the contribution of the native speaker teacher. In R. Kiely & P. Rea-Dickins (Eds.), Program evaluation in language education (pp. 119-135). Hampshire: Palgrave Macmillan.

Labov, W. (1972). Language in the Inner City. Philadelphia: University of Pennsylvania Press.

Lee, H. (2009). Native and nonnative rater behavior in grading Korean students’ English essays. Asia Pacific Education Review, 10(3), 387-397.

Lee, K. R. (2016). Diversity Among NEST Raters: How do New and Experienced NESTs Evaluate Korean English Learners’ Essays?. The Asia-Pacific Education Researcher, 25(4), 549-558.

Liang, K. Y. (2002). English as a second language (ESL) students’ attitudes toward non-native English-speaking teachers’ (NNESTs’) accentedness. Unpublished master’s thesis, California State University, Los Angeles.

Lin, C. Y., & Lin, Y. F. (2014). Cross-cultural Encounter in English-speaking Classes–A Case of Taiwanese Students and Their Native English-speaking Teachers in Six Colleges of Technology. International Journal of Learning, Teaching and Educational Research, 9(1).

Liu, M., & Zhang, L. (2007). Student perceptions of native & non-native English teachers’ attitudes, teaching skills assessment and performance. Asian EFL Journal, 9(4), 157-166.

Luk, C.M. and Lin, M.Y. (2007) Classroom interactions as cross-cultural encounters: native speakers in EFL lessons. New Jersey: Lawrence Erlbaum Associates.

Ma, L. P. F. (2012). Strengths and weaknesses of NESTS and NNESTs: Perceptions of NNESTs in Hong Kong. Linguistics and Education, 23(1), 1-15.

Ma, L. P. F. (2016). Examining teaching behaviour of NNESTs and NESTs in Hong Kong through classroom observations. The Asian Journal of Applied Linguistics, 3(2), 199-215.

Mahboob, A. (2003). Status of nonnative English-speaking teachers in the United States. Unpublished Ph.D. dissertation, Indiana University, Bloomington, IN.

Mahboob, A. (2004). Native or non-native: What do the students think? In L. D. Kamhi-Stein (Ed.), Learning and Teaching from Experience: Perspectives on Nonnative English-Speaking Professionals. Michigan: University of Michigan Press.

Manara, C. (2007) The Use of L1 Support: Teachers‟ and Students‟ Opinions and Practices in an Indonesian Context. The Journal of ASIA TEFL, 4(1), 145-178.

Medgyes, P. (1992). Native or Non-Native: Who’s Worth More? ELT Journal, 46(4), 340-349.

Medgyes, P. (1994). The non-native teacher. London: Macmillan.

Moussu, L. (2002). English as a second language students’ reactions to non-native English speaking teachers. Unpublished master’s thesis, Brigham Young University, Utah.

Moussu, L. (2006). Native and non-native English-speaking English as a second language teachers: Student attitudes, teacher self-perceptions, and intensive English program administrator beliefs and practices. Unpublished Ph.D. dissertation, Purdue University, West Lafayette, IN.

Moussu, L. (2018). Strengths of NESTs and NNESTs. The TESOL Encyclopedia of English Language Teaching, 1-7.

Murtiana, R. (2011). Student’s perceptions of native speaker and non-native speaker teachers: Implication for teacher education. The 5th International Seminar: Teacher Education in the Era of World Englishes, 21-22.

Phothongsunan, S. (2017). Delving into International Students’ Attitudes to NESTs and NNESTs. 3L: Language, Linguistics, Literature®, 23(4).

Rao, Z. (2010). Chinese students’ perceptions of native English-speaking teachers in EFL teaching. Journal of Multilingual and Multicultural Development, 31(1), 55-68.

Reves, T., & Medgyes, P. (1994). The non-native English speaking EFL/ESL teacher’s self-image: An international survey. System, 22(3), 353-367.

Richards, K. (2003). Qualitative inquiry in TESOL. New York: Palgrave Macmillan.

Samimy, K. K., & Brutt-Griffler, J. (1999). To be a native or non-native speaker: Perceptions of “non-native” students in a graduate TESOL program. Non-native educators in English language teaching, 127-144.

Shaw, P. A. (1979). Handling a language component in a teacher-training course. Modern English Teacher, 3, 12-15.

Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford: Oxford University Press.

Sung, C. C. M. (2014). An exploratory study of Hong Kong students’ perceptions of native and non-native English-speaking teachers in ELT. Asian Englishes, 16(1), 32-46.

Timmis, I. (2002). Native-Speaker Norms and International English: A Classroom View. ELT Journal, 56(3), 240-249.

Tsang, S. K. Y. (1994). An Analysis of Teacher-Pupil Interaction in ESL Classroom with Reference to Native Speaking and Non-native Speaking Teachers. Unpublished master’s thesis, Hong Kong Baptist University, Hong Kong.

Walkinshaw, I., & Duong, O. T. H. (2012). Native-and Non-Native Speaking English Teachers in Vietnam: Weighing the Benefits. Tesl-Ej, 16(3), n3.

Walkinshaw, I., & Oanh, D. H. (2014). Native and non-native English language teachers: Student perceptions in Vietnam and Japan. Sage Open, 4(2), 1-9.

Wang, L. Y., & Lin, T. B. (2014). Exploring the Identity of Pre-Service NNESTs in Taiwan: A Social Relationally Approach. English Teaching: Practice and Critique, 13(3), 5-29.

Wong, M. W. D. (2003). Native and non-native English teachers: A study of their teaching of grammar. Unpublished master’s thesis, Hong Kong Baptist University, Hong Kong.

Wu, K. H., & Ke, C. (2009). Haunting Native Speakerism? Students’ Perceptions toward Native Speaking English Teachers in Taiwan. English Language Teaching, 2(3), 44-52.

Zacharias, N.T. (2003) Teachers‟ beliefs about the use of the students‟ mother tongue: A survey of Tertiary English Teachers in Indonesia. EA Journal, 22(1), 44-52.