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英国essay代写:Should the multilingual countries be the native-English speaking teachers or non-native English speaking teachers

2018-02-10 | 来源:51due教员组 | 类别:Essay代写范文

本篇essay代写:Should the multilingual countries be the native-English speaking teachers or non-native English speaking teachers讨论了英语老师的母语问题。许多人认为,与母语非英语的教师相比,母语为英语的教师可以让学生的学习效率更高。英语作为一门外语,其学习者更喜欢母语是英语的老师,因为母语为英语的人天生就比英语非母语的教师好。因此,大家都认为母语为英语的教师才是英语学习者的最佳老师。本篇essay代写51due代写平台整理,供大家从参考阅读。

native-English speaking teacher,母语非英语教师,essay代写,代写,paper代写

Introduction

Many English as a second/foreign language institutions maintain that their students are received greater value from learning with a native English-speaking teacher (NEST) than with a non-native English-speaking teacher (NNEST). Learners of English as a foreign language prefer to learn English from native-English speaking teachers rather than from non-native English speaking teachers because native speakers of a language are inherently better teachers of that language than non-native speaking teachers. Therefore, the native-English speaking teachers should be the teachers of English learners.

Non-native English speaking teachers

English is regarded as the second language by students of non-English speaking countries. Take China for example. Chinese students have begun to learn English with non-native English speaking teachers generally since they attended primary school. After they finished the 12years compulsory education, only few students could speak English with great fluency. This long-term education was questioned by Chinese people. However, NNESTs are perceived as having weaker oral skills and less cultural insight than native-speaker counterparts. They can never achieve a native speaker’s competence because they can never be as creative and original as those whom they have learnt to copy (KaHye Chung 47). The ability of expression of their students is inflexible. Moreover, most NNESTs lack of experience from study abroad and therefore, they are less familiar with western culture than NESTs. Although NNESTs could seldom have the opportunities to study abroad, the relative capital must be higher. Hence, it is more suitable for students to learn Englishwith a NEST. 

Native-English speaking teachers

There is no doubt that native-English speaking teachers have greater vocabulary, better oral skills, and insight into western culture (British, Australasian and North American culture)(Cheung 38 (3), 257–277). NESTs always have deeper understanding of their own culture, so they can give more accurate knowledge to the students and satisfy their curiosity. NESTs acquire the language during childhood and they have the ability to understand and accurately idiomatic forms of the language which NNESTs seem impossible to do that. There are numerous variants that “nativeness” speaks. However, they do understand how standard forms of the language differ from the variants that they themselves speak. Moreover, they are always creative in their language and have the comprehensive ability of influent, spontaneous discourse while non-native English speakers always learn to “copy”.Benke and Medgyes’ study of 422 Hungarian learners of English revealed that native-speaker teachers were viewed as good models for imitation. Also, Since NESTs have a better pronunciation and intonation, learners of Englishpreferred NESTs for learning pronunciation, speaking and listening (Ajioka, Mayumip4). What’s more, English learners have greater concern about teacher’s preparation, qualifications, engagement, and professional background than their linguistic background. NESTs are more enthusiastic and more passionate in classes because their characteristics of personality are comparatively lively, friendly and exoteric. Therefore, students in NESTs’ classes are more active and vibrant than in NNESTs’ classes which are usually straight and narrow. Learning with a native-English speaking teacher, it is easier to arouse the enthusiasm of the students.

Conclusion

In conclusion, the language students learnt from non-native English speaking teachers could only be used in their own countries. Native-English speaking teachers play an important role in teaching English by giving students a full-English teaching environment and immersion education.

Works cited

Ajioka, Mayumi. (2010) Grammar, Pronunciation, or Something Else? Native Japanese Speakers’ Judgments of “Native-Like” Speech

Cheung, Y. L., & Braine, G. (2007).The attitudes of university students towards non-native speaker English teachers in Hong Kong. RELC Journal, 38 (3), 257–277.

Chung, KaHye, (2014). Nonnative Speaker Teachers' Professional Identities: The Effects of Teaching Experience and Linguistic and Social Contexts

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