On NESTs and Non-NESTs

淺談外國籍與本國籍英文老師

10.29539/CNABH.200712.0008

沈麗璧(Li-Bi Shen)；吳泓璋(Hung-Chang Wu)

外國籍英文老師 ； 本國籍英文老師 ； 教學行爲 ； 語言能力 ； 母語智能 ； NESTs ； non-NESTs ； teaching behaviors ； native competence

嘉南學報（人文類）

33期（2007 / 12 / 01）

371 - 382

英文

本文主要目的在(1)探討大學生對本國籍及外國籍英文老師的看法及接受度，及(2)研究大學生對外國籍英文教師的喜好是否與其年齡、年級、成績及性別有關聯。本研究以問卷方式訪問357名南台灣某大學之學生。本研究的結果與Medgyes(2001)所提出的本國籍及外國籍英文老師的優缺點之論點一致。本國籍英文老師提供較好的學習模式、較佳的語言學習策略、較多英語的資訊、較理解學生的學習困難、較常用母語教學、及較常增進學生英文字彙及語法的能力。反之，外籍英文老師的教學法較有彈性、較有創意、較不正式、較著重口語技巧的流利度、較喜歡分組作業、及提供較多文化的訊息。此外，超過半數的學生認爲外國籍英文老師的上課時數不用調整，而本籍或外籍教師都一樣是有效率的老師。百分之八十九點九的同學認為外國籍英文老師應該教口說英文（例如：會話、公共演說、口語表達訓練），而非其他課程（例如：文學、語言學、商用英文、聽力、閱讀、寫作）。在所有變數中，年級及成績與學生是否喜歡外國籍英文老師有關聯。

The purposes of this study were (1) to explore students' perception and beliefs on the differences between the native English speaking teachers (NESTs) and the non-native English speaking teachers (non-NESTs) and (2) to determine if students’ preference on NESTs related to their age, grades, scores, and genders. A survey questionnaire was designed to conduct this research. The participants were 357 students in a university in southern Taiwan. The results of this study were consistent with Medgyes' (2001) remarks on the bright side of non-NESTs as well as on the strengths of NESTs. In general, non-NESTs provide better learner models, offer effective method in language learning strategy, provide more information about the English language, better anticipate learners' difficulties, be more sensitive to students' needs, use Li more, and improve students' vocabulary and grammar competence more often. NESTs have more flexibility in teaching methods, are more creative and informal, focus more on fluency, prefer group work, endure students' errors more, give fewer tests, don't use students' Li to teach, and provide more cultural information. More than half of the participants believed that NESTs' teaching hours should not be adjusted and that both NESTs and non-NESTs were effective teachers. 89.9% of the participants believed that NESTs should teach speaking courses (e.g. conversation and public speech) rather than other courses (e.g. literature, linguistics, business English, listening, reading, and writing). Of all those demographical variables, grade level, and scores were associated with their preference of NESTs.

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