A Case Study of NS and NNS English Teachers Classroom Discourse in an EFL Setting

DOI

10.2991/sshr-17.2018.56How to use a DOI?

Keywords

NS English teacher, NNS English teacher, question type, feedback, classroom talk

Abstract

As English progressively become a Lingua Franca in the globalized world, a rapid increasing number of people begin to learn English, which leads to a growing demand for English education. With assumption that native speakers of English are intrinsically better teachers because their mother tongue is English, more and more school administrators tend to recruit native speakers of English to teach English in ESL/EFL settings. This comparative study adopts classroom observation and the analysis of transcriptions of audio-tape recording, centering on teachers' questions and feedback as well as the effects of teacher questions and teacher feedback on students' oral production between NS English teacher and NNS English teacher to find if NS English teachers are truly effective in teaching English and which teaching mode (NS/ NNS/ team-teaching) benefits students' verbal expression.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Shufang Shen
PY  - 2017/12
DA  - 2017/12
TI  - A Case Study of NS and NNS English Teachers Classroom Discourse in an EFL Setting
BT  - Proceedings of the 2017 International Seminar on Social Science and Humanities Research (SSHR 2017)
PB  - Atlantis Press
SP  - 322
EP  - 328
SN  - 2352-5398
UR  - https://doi.org/10.2991/sshr-17.2018.56
DO  - 10.2991/sshr-17.2018.56
ID  - Shen2017/12
ER  -