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Hazırlık öğrencilerinin anadil konuşuru olan ve anadil konuşuru olmayan öğretmenlere ilişkin algıları ve ingilizce yeterililik seviyelerinin algıları üzerindeki etkisi

Yıl 2020, Sayı: Ö8, 808 - 817, 21.11.2020
https://doi.org/10.29000/rumelide.824569

Öz

Ana dili İngilizce olan ve anadili İngilizce olmayan öğretmenlerin dil eğitimindeki rolü hakkında birçok soru ortaya atılmıştır ve bu konu birçok açıdan ele alınmıştır. Bu çalışmanın amaçları ise hazırlık öğrencilerinin anadil konuşuru olan ve anadil konuşuru olmayan öğretmenler hakkındaki algılarını saptamak ve öğrencilerin İngilizce seviyelerinin fikirleri üzerinde bir etkisinin olup olmadığını incelemektir. Katılımcılar, orta altı (30) ve orta üstü (30) İngilizce seviyesine sahip 60 hazırlık öğrencisidir. Nicel veriler, Üstünlüoğlu (2007) tarafından tasarlanan ve Demir (2011) tarafından uyarlanan 30 maddelik bir anket kullanılarak toplanmıştır. Anket, dört açı göz önüne alınarak geliştirilmiştir: sınıf içerisindeki öğretme, sınıf yönetimi, iletişim becerileri ve bireysel özellikler. Güvenilirlik yönünden, Cronbach Alpha 0.75’tir ve bu kabul edilebilirdir. Genel sonuçlar ele alındığında, incelenen dört kategoride de öğrencilerin anadil konuşuru olan ve anadil konuşuru olmayan İngilizce öğretmen algıları arasında anlamlı bir farklılık olmadığını göstermiştir. Ancak, orta altı ve orta üstü seviyedeki öğrencilerin verileri incelendiğinde, sonuçlar, öğrencilerin İngilizce seviyesinin düşüncelerini etkilediğini göstermiştir ve farklı seviyelerdeki öğrencilerin algıları arasında anlamlı farklılıklar bulunmuştur. Sonuçlar, ileri seviyedeki öğrencilerin hem anadil konuşuru olan ve hem de anadil konuşuru olmayan öğretmenler hakkında daha pozitif algılara sahip olduklarını göstermiştir.

Kaynakça

  • Alseweed, M. A. (2012). University students’ perceptions of the influence of native and non- native teachers. English Language Teaching, 5(12), 42-53.
  • Aslan, E. & Thompson, A. S. (2016) Native and non¬native speaker teachers: contextualizing perceived differences in the Turkish EFL setting. Language in Focus Journal, 2 (1), 87¬102.
  • Braine, G. (2010). Nonnative Speaker English Teachers: Research, Pedagogy, and Professional Growth.Applied Linguistics, 32(4), 466-469.
  • Butler, Y. G. 2007. How are nonnative-English-speaking teachers perceived by young learners? TESOL Quarterly, 41, 731–755
  • Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185. doi: 10.2307/3587717
  • Crystal, D. (2003). English as a global language. Cambridge: Cambridge University Press
  • Demir, B. (2011). Undergraduate FL learners’ perceptions of native and non-native language instructors. The International Journal of Research in Teacher Education, 1(1), 1-29.
  • Devrim, D. Y., & Bayyurt, Y. (2010). Students’ understandings and preferences of the role and place of ‘culture’ in English Language Teaching: A focus in an EFL context. TESOL Journal, 2, 4- 24
  • 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.
  • Ezberci, E. (2005). Native English-speaking teachers and non-native English-speaking teachers in Istanbul: A perception analysis (Unpublished M.A thesis). Bilkent University, Ankara.
  • Inbar-Lourie, O. (2005) Mind the gap: Self and perceived native speaker identities of EFL teachers. In E. Llurda (Ed.) Non-native language teachers. Perceptions, challenges, and contributions to the profession. (pp. 265-281) New York, NY: Springer.
  • Kachru, B. (1997). World Englishes and English-using Communities. Annual Review of Applied Linguistics, 17, 66-87. doi: 10.1017/s0267190500003287
  • Karakaş, A., Uysal, H., Bilgin, S., & Bulut, B. (2016). Turkish EFL learners’ perceptions of native English-speaking teachers and non-native English-speaking teachers in higher education. Novitas-ROYAL (Research on Youth and Language, 10(2), 180-206.
  • Kemaloğlu-Er, E. (2017). How university students perceive their native and non-native teachers. Journal of Education and Practice, 8, 21-29.
  • Llurda, E. (2005). Non-native language teachers. New York: Springer.
  • 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 (pp. 121-147). Ann Arbor, MI: University of Michigan Press.
  • Medgyes, P. (1992). Native or non-native: Who’s worth more? ELT Journal, 46(4), 340–349. doi:10.1093/elt/46.4.340
  • Medgyes, P. (1994). The non-native teacher. London: Macmillan...........................................
  • Meşi̇nci̇gi̇ller, 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., & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language Teaching, 41(03). doi:10.1017/s0261444808005028
  • Rao, Z. (2010) Chinese students’ perceptions of native English-speaking teachers in EFL teaching. Journal of Multilingual and Multicultural Development, 3(1) 55-68.
  • Tajeddin, Z. & Adeh, A. (2016). Native and nonnative English teachers’ perceptions of their professional identity: Convergent or divergent. Iranian Journal of Language Teaching Research 4(3), 37-54.
  • Tajeddin, Z., Pakzadian, M. (2020). Representation of inner, outer and expanding circle varieties and cultures in global ELT textbooks. Asian Journal of Second Language Education, 5(10) https://doi.org/10.1186/s40862-020-00089-9
  • Üstünoğlu, E. (2007).University students’ perceptions of native and non-native teachers. Teachers and Teaching: theory and practice, 13(1), 63-79.
  • Walkinshaw, I. & Oanh, D. H. (2014). Native and non-native language teachers: Students' perceptions in Vietnam and Japan. Sage Open, 4(2), 1-9. doi:10.1177/2158244014534451
  • Wu, K. H., & Ke, I. C. (2009). Haunting native speakerism? Students' perceptions toward native-speaking English teachers. English Language Teaching, 2(3), 44-52.

Prep school students’ perceptions of native and non-native teachers and effect of proficiency level on their perceptions

Yıl 2020, Sayı: Ö8, 808 - 817, 21.11.2020
https://doi.org/10.29000/rumelide.824569

Öz

Many questions have been raised about the role of native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs) in language education, and the issue has been investigated in various aspects. The aims of this study are to shed new light on the issue through an examination of preparatory school students’ perceptions of NESTs and NNESTs and to find out the effect of their English proficiency level on learner’s perceptions. The participants were 60 prep-school students from lower-intermediate (30) and upper-intermediate (30) levels. Quantitative data for the study were collected using a 30-items questionnaire that was designed by Üstünlüoğlu (2007), adapted, and modified by Demir (2011). It was developed with respect to four aspects: in-class teaching roles, in-class management roles, in-class communication skills, and individual qualities. In terms of the reliability of the items in the questionnaire, Cronbach's Alpha was calculated as .75, which was acceptable. Referring the general results, the findings showed no significant difference between the students’ perceptions of NESTs and NNESTs in the four aspects evaluated. However, when the perceptions of lower and upper intermediate students were compared, their perceptions were found to be affected by their English proficiency level, and significant differences were found between perceptions of those students. The results revealed that upper-intermediate level students held more positive perceptions towards both NESTs and NNESTs in all categories.

Kaynakça

  • Alseweed, M. A. (2012). University students’ perceptions of the influence of native and non- native teachers. English Language Teaching, 5(12), 42-53.
  • Aslan, E. & Thompson, A. S. (2016) Native and non¬native speaker teachers: contextualizing perceived differences in the Turkish EFL setting. Language in Focus Journal, 2 (1), 87¬102.
  • Braine, G. (2010). Nonnative Speaker English Teachers: Research, Pedagogy, and Professional Growth.Applied Linguistics, 32(4), 466-469.
  • Butler, Y. G. 2007. How are nonnative-English-speaking teachers perceived by young learners? TESOL Quarterly, 41, 731–755
  • Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185. doi: 10.2307/3587717
  • Crystal, D. (2003). English as a global language. Cambridge: Cambridge University Press
  • Demir, B. (2011). Undergraduate FL learners’ perceptions of native and non-native language instructors. The International Journal of Research in Teacher Education, 1(1), 1-29.
  • Devrim, D. Y., & Bayyurt, Y. (2010). Students’ understandings and preferences of the role and place of ‘culture’ in English Language Teaching: A focus in an EFL context. TESOL Journal, 2, 4- 24
  • 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.
  • Ezberci, E. (2005). Native English-speaking teachers and non-native English-speaking teachers in Istanbul: A perception analysis (Unpublished M.A thesis). Bilkent University, Ankara.
  • Inbar-Lourie, O. (2005) Mind the gap: Self and perceived native speaker identities of EFL teachers. In E. Llurda (Ed.) Non-native language teachers. Perceptions, challenges, and contributions to the profession. (pp. 265-281) New York, NY: Springer.
  • Kachru, B. (1997). World Englishes and English-using Communities. Annual Review of Applied Linguistics, 17, 66-87. doi: 10.1017/s0267190500003287
  • Karakaş, A., Uysal, H., Bilgin, S., & Bulut, B. (2016). Turkish EFL learners’ perceptions of native English-speaking teachers and non-native English-speaking teachers in higher education. Novitas-ROYAL (Research on Youth and Language, 10(2), 180-206.
  • Kemaloğlu-Er, E. (2017). How university students perceive their native and non-native teachers. Journal of Education and Practice, 8, 21-29.
  • Llurda, E. (2005). Non-native language teachers. New York: Springer.
  • 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 (pp. 121-147). Ann Arbor, MI: University of Michigan Press.
  • Medgyes, P. (1992). Native or non-native: Who’s worth more? ELT Journal, 46(4), 340–349. doi:10.1093/elt/46.4.340
  • Medgyes, P. (1994). The non-native teacher. London: Macmillan...........................................
  • Meşi̇nci̇gi̇ller, 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., & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language Teaching, 41(03). doi:10.1017/s0261444808005028
  • Rao, Z. (2010) Chinese students’ perceptions of native English-speaking teachers in EFL teaching. Journal of Multilingual and Multicultural Development, 3(1) 55-68.
  • Tajeddin, Z. & Adeh, A. (2016). Native and nonnative English teachers’ perceptions of their professional identity: Convergent or divergent. Iranian Journal of Language Teaching Research 4(3), 37-54.
  • Tajeddin, Z., Pakzadian, M. (2020). Representation of inner, outer and expanding circle varieties and cultures in global ELT textbooks. Asian Journal of Second Language Education, 5(10) https://doi.org/10.1186/s40862-020-00089-9
  • Üstünoğlu, E. (2007).University students’ perceptions of native and non-native teachers. Teachers and Teaching: theory and practice, 13(1), 63-79.
  • Walkinshaw, I. & Oanh, D. H. (2014). Native and non-native language teachers: Students' perceptions in Vietnam and Japan. Sage Open, 4(2), 1-9. doi:10.1177/2158244014534451
  • Wu, K. H., & Ke, I. C. (2009). Haunting native speakerism? Students' perceptions toward native-speaking English teachers. English Language Teaching, 2(3), 44-52.
Toplam 26 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dilbilim
Bölüm Dünya dilleri, kültürleri ve edebiyatları
Yazarlar

Büşra Ulu Bu kişi benim 0000-0003-2111-3576

Yayımlanma Tarihi 21 Kasım 2020
Yayımlandığı Sayı Yıl 2020 Sayı: Ö8

Kaynak Göster

APA Ulu, B. (2020). Prep school students’ perceptions of native and non-native teachers and effect of proficiency level on their perceptions. RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi(Ö8), 808-817. https://doi.org/10.29000/rumelide.824569