Non-NESTs and NESTs from the Perspectives of Students and Instructors in Turkish Context

Yıl 2021, , 516 - 547, 31.12.2021

Elif Nur Sezgin , Ahmet Önal

https://doi.org/10.35675/befdergi.869172

Öz

This study aims to find out the perceptions of both university preparatory class students and non-native English speaking instructors towards non-NESTs and NESTs. It has been carried out with 66 students studying in English preparatory classes at Süleyman Demirel University and 63 non-native English speaking instructors employed in eight different universities in Turkey. A five point Likert-type questionnaire has been employed as the data collection instrument. The questionnaire items selected from Çakır and Demir (2013), Köksal (2006) and Moussu (2006) have been adapted to the context of the study. Descriptive statistics, Kruskal-Wallis and Post Hoc tests have been employed in the analysis of the data. Findings have revealed NESTs are better at teaching pronunciation and speaking; however, grammar is taught better by non-NESTs. Furthermore, students give importance to use mother tongue as learning English becomes easier for them when non-NESTs make comparisons between English and Turkish in teaching.

Anahtar Kelimeler

Instructional characteristics, motivation, NESTs, non-NESTs

Öğrencilerin ve Öğretim Görevlilerinin Bakış Açısından Ana Dili İngilizce Olan ve Ana Dili İngilizce Olmayan Öğretim Görevlileri

Öz

Bu çalışma, hem üniversite hazırlık sınıfı öğrencilerinin hem de ana dili İngilizce olmayan öğretim görevlilerinin, ana dili İngilizce olan ve olmayan öğretim görevlilerine yönelik algılarını ortaya çıkarmayı amaçlamaktadır. Çalışma Süleyman Demirel Üniversitesi İngilizce hazırlık sınıflarında öğrenim gören 66 öğrenci ve Türkiye'deki sekiz farklı üniversitenin Yabancı Diller Yüksekokulunda görev yapan, anadili İngilizce olmayan 63 öğretim görevlisi ile gerçekleştirilmiştir. Veri toplama aracı olarak Likert tipi bir anket kullanılmıştır. Çakır ve Demir (2013), Köksal (2006) ve Moussu (2006) çalışmalarından seçilen anket maddeleri bu çalışmanın bağlamına uyarlanmıştır. Verilerin analizinde betimsel istatistikler, Kruskal-Wallis ve Post Hoc testleri kullanılmıştır. Bulgular, ana dili İngilizce olan öğretim görevlilerinin telaffuz ve konuşmayı öğretmede daha iyi olduğunu; ancak dilbilgisinin ana dili İngilizce olmayan öğretim görevlileri tarafından daha iyi öğretildiğini göstermiştir. Ayrıca öğrencilerin ara sıra ana dillerini kullanmaya önem verdikleri ve ana dili İngilizce olmayan öğretim görevlilerinin İngilizce ile Türkçe arasında karşılaştırma yaptığında İngilizce öğrenmenin öğrenciler için kolaylaştığı tespit edilmiştir.

Anahtar Kelimeler

Ana dili İngilizce olan öğretim görevlileri, ana dili İngilizce olmayan öğretim görevlileri, eğitici özellikleri, motivasyon

Kaynakça

• Adıgüzel, O. C., & Özdoğru, F. (2017). Effects of Turkish and English speaking teachers on students’ foreign language skills. Kastamonu Education Journal, 25(1). 172-186.
• Alghofaili, N. M., & Elyas, T. (2017). Decoding the myths of the native and non-native English speakers teachers (NESTs & NNESTs) on Saudi EFL tertiary students. English Language Teaching, 10(6), 1–11.
• Al-Nawrasy, O. (2013). The effect of native and non-native English language teachers on secondary students’ achievement in speaking skills. Jordan Journal of Educational Sciences, 9(2), 243-254.
• Alseweed, M. A. (2012). University students’ perceptions of the influence of native and non-native teachers. English Language Teaching, 5(12), 42-53.
• Arva, V., & Medgyes, P. (2000). Native and non-native teachers in the classroom. System, 28 (3), 355-372.
• Bailey, K. (2002). Declarative knowledge, procedural knowledge, and the varieties of English we teach. NNEST Newsletter, 4, 2, 1, 3-5.
• Barratt, L., & Kontra, E. (2000). Native English-speaking teachers in cultures other than their own. TESOL Journal, 9(3), 19-23.
• Braine, G. (1999b). NNS and invisible barriers in ELT. TESOL Matters, 2(2), 14.
• Braine, G. (Ed.). (1999). Non-native educators in English language teaching. Mahwah, NJ: Erlbaum.
• Brown, J. D. (2001). Using surveys in language programs. New York: Cambridge University Press.
• Butler, Y. G. (2007). How are nonnative English speaking teachers perceived by young learners?. TESOL Quarterly, 41(4), 731-755.
• Çakır, 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.
• Canagarajah, S. (1999). Interrogating the “native speaker fallacy”: Non-linguistic roots, non-pedagogical results. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 77-92). Mahwah, NJ: Erlbaum.
• Cheung, Y. L. & G. Braine (2007). The attitudes of university students towards non-native speakers English teachers in Hong Kong. RELC Journal 38.3, 257–277.
• 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.
• Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185-211.
• Daftari, G. E & Tavil, Z. M. (2017). The impact of non-native English teachers’ linguistic insecurity on learners’ productive skills. Journal of Language and Linguistic Studies, 13(1), 379-398.
• Davies, A. (2003). The native speaker: Myth and reality. Great Britain: Cromwell Press.
• DeCoster, J. (2006). Testing group differences using t-tests, ANOVA, and nonparametric measures. Retrieved from http://www.stathelp.com/notes.html
• Dendrinos, B. (2001). The pedagogic discourse of EFL and the discoursive construction of the NS’s professional value. Paper presented at the International Conference on Non-Native Speaking Teachers in Foreign Language Teaching, Lleida, Catalonia, Spain.
• Díaz, N. R. (2015). Students’ preferences regarding native and non-native teachers of English at a university in the French Brittany. Procedia-Social and Behavioral Sciences, 173, 93-97.
• Dörnyei, Z. (2007). Research methods in applied linguistics: quantitative, qualitative, and mixed methodologies. Oxford: OUP.
• Ezberci, E. (2005). Native English speaking teachers and non-native English speaking teachers in İstanbul: A perception analysis. (Unpublished Master’s thesis). Bilkent University, The Institute of Economics and Social Sciences, Ankara.
• Goh, S. C., & Fraser, B. J. (1995, April). Learning environment and student outcomes in primary mathematics classrooms in Singapore. Paper presented at the annual meeting of the American Education Research Association, San Francisco.
• Guerra, L. (2017). Students’ perceptions and expectations of native and non-native speaking teachers. J. D. D. M. , Agudo (Ed.), Native and non-native teachers in English language classrooms (pp. 183-205). Boston: Walter de Gruyter Inc.
• Gündüz, E. (2015). University preparatory students' perceptions towards native and non-native English speaking teachers. Çağ University, The Institute of Social Sciences, Mersin.
• Kaplan, R. B. (1999). The ELT: Ho(NEST) or not ho(NEST)? NNEST Newsletter, 1, 1, 1 & 5-6.
• Kato, K. (2011). The N/NEST dichotomy and world Englishes. (Unpublished Master’s thesis)., Gonzaga University, Washington.
• Kelch, K., & Santana-Williamson, E. (2002). ESL students' attitudes toward native and nonnative-speaking instructors' accents. CATESOL Journal, 14(1), 57-72.
• Koksal, K. (2006). An investigation into students’ perceptions of native English speaking teachers’ (NEST) and non-native English speaking teachers’ (non-NEST) performance and competencies in teaching English as a foreign language. (Unpublished Master’s thesis)., Canakkale Onsekiz Mart University, Canakkale.
• Koşar, G. (2019). Does being taught by native English-speaking teachers promote improvement in speaking skill more? Journal of Language and Linguistic Studies, 15(3), 989-999.
• Kurniawati, K., & Rizki, D. (2018). Native vs. non-native EFL teachers: Who are better? Studies in English Language and Education 5(1), 137-147
• Larsen-Freeman, D. & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford, UK: Oxford University Press.
• Lasagabaster, D., & Sierra, J. M. (2002). University students' perceptions of native and non-native speaker teachers of English. Language Awareness, 11(2), 132-142.
• Levy, J., den Brok, P., Wubbels, T., & Brekelmans, M. (2003). Students’ perceptions of interpersonal aspects of the learning environment. Learning Environments Research, 6, 5-36.
• Levy, J., Wubbels, Th., & Brekelmans, M. (1992). Student and teacher characteristics and perceptions of teacher communication style. Journal of Classroom Interaction, 27, 23-29.
• Lewis, J., Sonsaat, S., & Link, S. (2017). Students’ beliefs about native and non-native pronunciation teachers. J. D. D. M., Agudo (Ed.), Native and non-native teachers in English language classrooms (pp. 183-205). Boston: Walter de Gruyter Inc 205-237.
• Liu, J. (1999). Nonnative English-speaking professionals in TESOL. TESOL Quarterly, 33(1), 85-102.
• Llurda, E. (2005). Non-native language teachers: perceptions, challenges, and contributions to the profession. New York: Springer.
• Maum, R. (2002). Nonnative English-speaking teachers in the English teaching profession. Eric Digest, EDO-FL-02-09.
• Medgyes, P. (1992). Native or non-native: Who’s worth more? ELT Journal, 46, 340349.
• Medgyes, P. (2001). When the teacher is a non-native speaker. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language. (pp. 429-442). Boston: Heinle and Heinle.
• Meşincigiller, S., & Akcan, S . (2015). Native and non-native English teachers: secondary school students’ preferences for their English teachers. ELT Research Journal, 4 (2) , 156-170 .
• Moussu, L. & G. Braine (2006). The attitudes of ESL students towards nonnative English language teachers. TESOL Reporter 39.1, 33–47.
• Moussu, L. M. (2006). Native and nonnative English-speaking English as a second language teachers: student attitudes, teacher self perceptions, and intensive English administrator beliefs and practices. (Unpublished doctoral dissertation)., Purdue University, United States.
• Mufwene, S. (1998). Native speaker, proficient speaker and norms. In R. Singh (Ed.), The native speaker: Multilingual perspectives (pp. 111-123). New Delhi: Sage.
• Neideen, T., & Brasel, K. (2007). Understanding Statistical Tests. Journal of Surgical Education, 64(2), 93-96. https://doi.org/10.1016/j.jsurg.2007.02.001
• Öztürk, U., & Atay, D. (2010). Challenges of being a nonnative English teacher. Educational Research, 1(5), 135-139.
• Park, S., & Shin, S. J. (2010). “She immediately understood what I was trying to say”: Student perceptions of NNESTs as writing tutors pedagogy. WATESOL NNEST Caucus Annual Review – Volume 1.
• Pasternak, M., & Bailey, K. M. (2004). Preparing nonnative and native English-speaking teachers: Issues of professionalism and proficiency. In L. D. Kamhi-Stein (Ed.), Learning and teaching from experience: Perspectives on non-native English speaking professionals (pp. 155-175). Ann Arbor: University of Michigan Press.
• Phillipson, R. (1992a). Linguistic imperialism. Oxford: Oxford University Press.
• Phillipson, R. (1992b). ELT: The native speaker’s burden? In T. Hedge & N. Whitney. (Eds.), Power, pedagogy and practice (pp. 23-30). Oxford: Oxford University Press.
• Rickards, T. (1998). The relationship of teacher-student interpersonal behavior with student sex, cultural background and student outcomes. Unpublished doctoral dissertation, Curtin University, Perth, Australia.
• Rickards, T., & Fisher, D. L. (1997, July). A report of research into student attitude and teacher student interpersonal behaviour in a large sample of Australian secondary mathematics classrooms. Paper presented at the annual meeting of the Mathematics Education Research Group of Australia, Rotorua, New Zealand.
• Samimy, K., & Brutt-Griffler, J. (1999). To be a native or nonnative speaker: Perceptions of "nonnative" students in a graduate TESOL program. In G. Braine (Ed.), Nonnative educators in English language teaching (pp. 127144). Mahwah, NJ: Lawrence Erlbaum.
• Savran-Celik, S. & Aydin, S. (2018). A review of research on the use of native language in EFL classes. The Literacy Trek, 4(2), 1-14.
• Selvi, A. F. (2010). All teachers are equal, but some teachers are more equal than others: trend analysis of job advertisements in English language teaching. WATESOL NNEST Caucus Annual Review – Volume 1.
• Simonson, M., Smaldino, S. & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6th ed.). Charlotte, NC: IAP.
• Tajeddin, Z., & Adeh, A. (2016). Native and non-native English teachers’ perceptions of their professional identity: convergent or divergent?. Iranian Journal of Language Teaching Research, Vol.4 (3), 37-
• Tatar, S. & Yildiz, S. (2010). Empowering nonnative-English speaking teachers in the classroom. In A. Mahboob (Ed.), The NNEST lens: Non native English speakers in TESOL (pp. 114-128). Newcastle: Cambridge Scholars Publishing.
• Tatar, S. (2019). Turkish teacher candidates’ perceptions of native-speakerism. Sakarya University Journal of Education, 9(1), 7-20.
• Ulate, N. V. (2011). Insight towards native and non-native ELT educators. Bellaterra Journal of Teaching & Learning Language & literature, 4(1), 56-79.
• Üstünoğlu, E. (2007). University students’ perceptions of native and non-native teachers. Teachers and Teaching: Theory and Practice, 13(1), 63-79.
• Waldrip, B. G., & Fisher, D. L. (1999, December). Differences in country and metropolitan students' perceptions of teacher-student interactions and classroom learning environments. Paper presented at the annual meeting of the Australasian Association for Research in Education, Melbourne.
• Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly 28(2), 377-389.
• Wubbels, T., & Levy, J. (1993). Do you know what you look like? London: The Falmer Press.