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Native English Speaking Teachers' and Non-Native English Speaking Teachers' Perceptions of Teacher Effectiveness: A Comparative Analysis

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  1. Tez No: 716148
  2. Yazar: GÖZDE VARDAR GÜRKAN
  3. Danışmanlar: DR. MARTİN DEWEY
  4. Tez Türü: Yüksek Lisans
  5. Konular: İngiliz Dili ve Edebiyatı, English Language and Literature
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2016
  8. Dil: İngilizce
  9. Üniversite: King's College London
  10. Enstitü: Yurtdışı Enstitü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 81

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Özet (Çeviri)

This study aims to investigate the native English speaking teachers' (NESTs) and nonnative English speaking teachers' (non-NESTs) perceptions of qualities and characteristics of effective English language teachers (EELT). The study furthermore aims to compare the perceptions of both groups of teachers and reveal differences and similarities between their perceptions. The perceptions of teachers are highly effective on their practices in the classroom and they are affected by various factors e.g. previous learning experiences, education, culture, etc. The participants consist of 58 native and 62 Turkish non-native English language teachers. The instruments employed to gather both quantitative and qualitative data are a 50-item Likert-type questionnaire and a semi-structured interview. The results reveal that both groups of participants endorse that effective teachers should employ teaching practices focusing on communication and meaning rather than grammar and form in their classrooms. An intriguing result of the study is that both NESTs and non-NESTs tend to perceive characteristics which are considered as their respective weaknesses in the literature as important characteristics of effective teachers. NESTs do not put great importance on the knowledge of target culture which is considered as one of their obvious strengths compared to the non-natives whereas they have a more positive attitude to the use of students' native language in the classroom, generally considered as one of their weakness, than non-NESTs do. Another big difference in their perceptions is on the use of technology in the language learning/teaching process in that the degree of agreement is much greater among non-NESTs than NESTs. Non-NESTs also adopt a more positive attitude towards natural acquisition of language through imitating correct models 'on the street'. The results of the study are expected to be beneficial for teacher educators, especially the ones in international programmes, by providing a greater insight into the perceptions of both groups of teachers.

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