How Are Nonnative‐English‐Speaking Teachers Perceived by Young Learners

Dados Bibliográficos

ID10819081
AutoresYuko Goto Butler (0000-0002-9531-3469, Health Awareness (United States), autor correspondente)
Ano2007
Volume41
Fascículo4
Páginas731-755
Data de publicação2007-12-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoTESOL Quarterly (JOURNAL)
Identificadores do periódicoISSN: 0039-8322 • E-ISSN: 1545-7249
EditoraWiley (PUBLISHER • GB)
DOI10.1002/j.1545-7249.2007.tb00101.x
OpenAlexW1584197427
IdiomaEN
Citações recebidas41
Referências citadas50

The current study examined the effects of Korean elementary school teachers' accents on their students' listening comprehension. It also examined students' attitudes toward teachers with American‐accented English (a native speaker model) and Korean‐accented English (a non‐native speaker model). A matched‐guised technique was used. A Korean American individual recorded texts in both American‐accented English and Korean‐accented English. The study randomly assigned 312 Grade 6 Korean students to listen to one of these two recorded oral texts and their comprehension was examined. Next, all of the students listened to both accented‐English tapes and their attitudes toward the two speakers (which were in fact the same speaker) were examined. Although the popular belief appears to assume that nonnative accented English would produce a negative effect on students' oral skills, the results failed to find any differences in student performance in terms of comprehension. However, the Korean children thought that the American‐accented English guise had better pronunciation, was relatively more confident in her use of English, would focus more on fluency than on accuracy, and would use less Korean in the English class. The students also expressed a preference to have the American‐accented English guise as their English teacher

Active listening · American English · Comprehension · First language · Fluency · Linguistics · Listening comprehension · Mathematics education · Preference · Pronunciation · Communication · Linguistic Variation and Morphology · Multilingual Education and Policy · Phonetics and Phonology Research · Psychology