scholarly journals An Investigation on the Sociolinguistic Competence of English Language Teacher Trainees: A Comparative Study on Native and Non-Native English Speakers

2019 ◽  
Vol 1 (Volume 7 Issue 1) ◽  
pp. 322-339
Author(s):  
Nihal GÖY
Keyword(s):  
Comparative Study ◽  
English Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Language Teacher ◽  
Teacher Trainees ◽  
Sociolinguistic Competence

Preparing the Non-Native English-Speaking Teacher (NNEST) For the EFL Classroom: A Teacher Trainer Perspective

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Khalid AL HARIRI
Keyword(s):  
English Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Teaching Methodology ◽  
Teacher Trainees ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teacher ◽  
Native English Speaking Teachers ◽  
Teacher Trainer

This article explores the attitudes of English language teacher trainers (ELTTs) toward how Non-Native English Speaking Teachers (NNESTs) should be prepared to succeed in teaching English as a Foreign Language (EFL). A number of ELTTs were surveyed to share their opinions on the strengths and weaknesses of NNEST Trainees in respect of language, culture, and the use of modern teaching methodology. Then, the trainers compared and contrasted some aspects between native and non-native English-speaking teacher trainees. Finally, the results indicate certain aspects that NNESTs need to be more aware of and that native English speakers must also be trained before entering the EFL world.

scholarly journals The level of awareness and production of English lexical stress among English language teacher trainees in Malaysia

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Ernie Adnan ◽  
Stefanie Pillai ◽  
Poh Shin Chiew
Keyword(s):  
Teacher Education ◽  
English Language ◽  
Acoustic Analysis ◽  
Intermediate Level ◽  
Lexical Stress ◽  
Language Teacher ◽  
Stressed Syllable ◽  
Teacher Trainees ◽  
Systematic Pattern ◽  
Second Language Teacher

The realisation of lexical stress among Malaysian speakers of English is likely to be different from other varieties of English. In spite of this, there is a preference for a native pronunciation model in the teaching of English in Malaysia. In relation to this issue, this paper focuses on lexical stress among a group of Teaching of English as a Second Language teacher trainees. The objectives of this paper are to assess the overall level of awareness of lexical stress among them, to examine their production of lexical stress, and to determine the link between their level of awareness and production. The method used to elicit data for the first objective was a Lexical Stress Awareness Test (LSAT), completed by 104 teacher trainees. Data for the second objective were obtained by recording the trainees reading sentences containing test words. The findings from the LSAT indicate that most of the trainees have an intermediate level of awareness of English lexical stress. They were generally unable to describe the characteristics of a stressed syllable. In addition, the findings from the acoustic analysis of the recordings suggest that they did not have a systematic pattern of stressing syllables with the main correlate of stress being vowel lengthening. In contrast, most of them chose ‘higher pitch’ as the characteristic of a stressed syllable. Hence, there is an inconsistency between their awareness and production of lexical stress in English. We discuss the implications of these findings in relation to the teaching of pronunciation in the classroom and the effect of lexical stress placement on intelligibility. Our general conclusion is that more attention needs to be given in teacher education to how lexical stress is used in English, and also to the characteristics of stress in the Malaysian variety of English.

The Production of New and Similar Vowels by Adult German Learners of English

1992 ◽  
Vol 14 (2) ◽  
pp. 131-158 ◽  
Author(s):  
Ocke-Schwen Bohn ◽  
James Emil Flege
Keyword(s):  
Second Language ◽  
English Language ◽  
First Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Control Group ◽  
Language Experience ◽  
English Vowels ◽  
L1 English ◽  
Positive Effect

The study reported in this paper examined the effect of second language (L2) experience on the production of L2 vowels for which acoustic counterparts are either present or absent in the first language (L1). The hypothesis being tested was that amount of L2 experience would not affect L1 German speakers' production of the “similar” English vowels /i, l, ∈/, whereas English language experience would enable L1 Germans to produce an English-like /æ/, which has no counterpart in German. The predictions were tested in two experiments that compared the production of English /i, l, ∈, æ/ by two groups of L1 German speakers differing in English language experience and an L1 English control group. An acoustic experiment compared the three groups for spectral and temporal characteristics of the English vowels produced in /bVt/ words. The same tokens were assessed for intelligibility in a labeling experiment. The results of both experiments were largely consistent with the hypothesis. The experienced L2 speakers did not produce the similar English vowels /i, l, ∈/ more intelligibly than the inexperienced L2 speakers, not did experience have a positive effect on approximating the English acoustic norms for these similar vowels. The intelligibility results for the new vowel /æ/ did not clearly support the model. However, the acoustic comparisons showed that the experienced but not the inexperienced L2 speakers produced the new vowel /æ/ in much the same way as the native English speakers.

scholarly journals Non-native English-speaking English language teachers: History and research

2008 ◽  
Vol 41 (3) ◽  
pp. 315-348 ◽  
Author(s):  
Lucie Moussu ◽  
Enric Llurda
Keyword(s):  
Graduate Students ◽  
English Language ◽  
Native English Speakers ◽  
Language Teachers ◽  
World Englishes ◽  
English Language Teaching ◽  
English Speakers ◽  
Teachers Perceptions ◽  
English Language Teachers ◽  
English Speaking

Although the majority of English language teachers worldwide are non-native English speakers, no research was conducted on these teachers until recently. After the pioneering work of Robert Phillipson in 1992 and Peter Medgyes in 1994, nearly a decade had to elapse for more research to emerge on the issues relating to non-native English teachers. The publication in 1999 of George Braine's bookNonnative educators in English language teachingappears to have encouraged a number of graduate students and scholars to research this issue, with topics ranging from teachers' perceptions of their own identity to students' views and aspects of teacher education. This article compiles, classifies, and examines research conducted in the last two decades on this topic, placing a special emphasis on World Englishes concerns, methods of investigation, and areas in need of further attention.

scholarly journals THE BASIC SPECIFICITY OF THE ABILITY OF VARIED ENGLISH LANGUAGE CURRICULUMS TO ENHANCE ENGLISH LEARNERS’ CAPACITY TO DEVELOP NECESSARY SKILLS TO COMMUNICATE USING THE ENGLISH LANGUAGE

2017 ◽  
Vol 5 (4) ◽  
pp. 24-33
Author(s):  
Michael Wayne Hendershot ◽  
Nutprapha K. Dennis ◽  
Suchada Chaiwiwattrakul ◽  
Ratirot Phiphitphakdee
Keyword(s):  
Secondary School ◽  
English Learners ◽  
Primary Schools ◽  
English Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Daily Lives ◽  
Grade Levels ◽  
Significant Difference ◽  
Effective Use

Inasmuch as the goal of teaching English to non-native English speakers should be focused on enhancing English learners’ ability to develop skills necessary for efficient and effective use of the English language in communication within their daily lives as well as within the context of educational, employment, governmental, and business related issues, the materials and resources used by the teacher to provide said English learners with enhanced ability to develop necessary skills for the use of the English language for efficient and effective communication are of paramount importance. This study was designed as a comparison of English language curriculums between select schools in an effort to determine the effectiveness of the curriculum to enhance students’ abilities to develop skills to be able to effectively and efficiently communicate using the English language. Participants in the study were presented with questions relating to activities of daily life, and conversation thereof, using the English language. The resultant responses to the questions were assessed as to an indication of the participants’ ability to effectively and efficiently communicate using the English language. The comparison involved six grade levels of students from two primary schools and one secondary school. The tabulated results indicated a significant difference in the abilities of the participants to effectively and efficiently communicate using the English language related to curriculums used in schools in which the participants were enrolled at the time of the study.

Sign in / Sign up

Export Citation Format

Share Document