The Teaching Behavior Differences between Native and Non-native English Speaking Teachers—A Case Study at a Public Primary School in Taiwan

• Main Authors: Ya-hui Wang, 王雅慧
• Other Authors: Sheng-jie Chen
• Format: Others
• Language: en_US
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/90959126866083431410

碩士 === 國立臺灣科技大學 === 應用外語系 === 97 === This is a case study of a public elementary school, which has involved both native and non-native speaking teachers in its EFL teaching program for 7 years. The study aims at finding out the differences in their teaching behavior in the actual teaching context so “comparative analysis” has been adopted (Taylor, 2006). The study applied Medgyes’ classification on the perceived differences in teaching behavior between the native English speaking teachers (NESTs) and the non-native English speaking teachers (N-NESTs). Teaching behavior refers to (1) use of language, (2) general attitude, (3) attitude to teaching language, and (4) attitude to teaching culture (Medgyes, 2000). Four NESTs and six N-NESTs were recruited in this study. Data were generated from qualitative interviews, non-participant classroom observations, document analysis, and informal conversations. To create a more detailed investigation, the background of the school, including its English curriculum design, recruitment of teachers, and team-teaching patterns, have also been explored. The NESTs have their strengths in English proficiency; while the N-NESTs have their strengths in teaching techniques, and the understanding of learners’ L1 and cultural background. However, the combination of the three is considered more satisfactory for the learners. In this research, the N-NESTs were confident English speakers, and the NESTs could speak the students’ mother tongue. The findings indicate that the NESTs and the N-NESTs taught similarly to each other. However, there were some differences due to the school education policy. The school specified that the N-NESTs were responsible for spelling and grammar teaching, and that lead to obvious differences in more frequent tests, corrections, homework assignment, and the use of students’ first language.