Analysis of Article Native and Non-Native English Language Teachers: Student Perceptions in Vietnam and Japan by Ian Walkinshaw1 and Duongthi Hoang Oanh2

Native and Non-Native English Language Teachers:

Student Perceptions in Vietnam and Japan

Ian Walkinshaw1 and Duongthi Hoang Oanh2

TITLE

-          The major ideas addresses to Native and Non-Native Language Teachers.

-          The participants are students. Their affiliation is teachers with the students.

-          Yes, they were a special kind of group in the school between teachers and students.

ABSTRACT

-          The English language teaching industry in East and Southeast Asia subscribes to an assumption that native English-speaking teachers (NESTs) and non-native English-speaking teachers (non-NESTs).

-          Native English-speaking teachers (NESTs) are the gold standard of spoken and written language, whereas non-native English-speaking teachers (non-NESTs) are inferior educators because they lack this innate linguistic skill. But does this premise correspond with the views of second language learners.

-          The study shows a cause-and-effect relationship between teachers and students.

INTRODUCTION

-          The purpose of this article is to know what are the advantages or disadvantages do learners identify about learning English from a native English-speaking teacher and  from a nonnativeEnglish-speaking teacher. Scholars such as Braine (2010) and Kirkpatrick (2010) have identified a perception in the English language teaching profession in East and Southeast Asia that native Englishspeaking teachers (NESTs) are the ideal model for language production. Their speech is held up as the gold standard of grammatical correctness and perfect pronunciation (cf. Wang, 2012), and they are valued as repositories of cultural information. Conversely, non-native English-speaking teachers (non-NESTs) tend to be positioned as deficient speakers of the language, with imperfect grammatical and pragmatic knowledge, poor pronunciation, and inferior knowledge about foreign cultures (Mahboob, Uhrig, Newman, & Hartford, 2004).

-          English is now used more as a lingua franca between speakers of English as a second/foreign language—including roughly 800 million users in Asia (Bolton, 2008)—than for non-native speakers to communicate with native speakers. Kirkpatrick (2010) contends that the idealized native speaker is becoming less relevant as a model for L2 learners and that a capacity for communication with other L2 users is becoming far more valuable (cf. Cook, 2005).

-          Mahboob’s (2003) study of 32 students in an intensive English program at a U.S. college revealed a range of opinions: NESTs were perceived to have good oral skills, a wide vocabulary, and knowledge about their own culture, but they often had little facility with grammar and had difficulty explaining complex items (cf. Lasagabaster & Sierra, 2005). They were perceived as having little language learning experience and lacked knowledge about language Walkinshaw and Duong 3 teaching methodology.

-          Japanese university-level learners of English, but limited their scope to learners’ perceptions of native and non-native accents. So the current study is noteworthy because it provides learner-focused insight into the Vietnam and Japan contexts.

THE METHOD

-          The current study draws on qualitative short-response questionnaire data (quantified for analytical purposes) because the writer wished to explore certain classroom attitudes and beliefs rather than to test specific variables (Denzin & Lincoln, 2005). We also wanted to exploit the emergent nature of qualitative research, keeping the design relatively loose and open so that it was responsive to emerging information (Dornyei, 2007). This section outlines the methodology used in this research: the sample groups, the instrument and the procedure for data collection. It also points out the study’s methodological limitations.

-          Participants were recruited by means of information fliers distributed in classes. Students who volunteered to participate were inducted through a consent process and then invited to complete the questionnaire, which took 15 to 20 minutes to complete. Questionnaires were anonymous and no other identifying data were collected.

FINDINGS AND DISCUSSION

-          The following sub-sections will examine and interpret the findings from this research, drawing on Table 1, which quantifies each sample group’s responses to the questions asked in the questionnaire. As there is not space to describe each individual result, the most frequently occurring themes are discussed: teachers as a model for pronunciation, student–teacher cultural similarities and differences, capacity of teachers to explain complex language items, and desirability of learning from both NESTs and non-NESTs.

-          In sum, the current data affirm existing research findings in signaling a preference for both types of teacher, though not necessarily in tandem.

THE CONCLUSSION

In sum, the current research findings advance the debate on this topic by highlighting the unique and often complementary skillsets of NESTs and non-NESTs at tertiary institutions in Vietnam and Japan. More broadly, these findings are one more nail in the coffin of the notion—still prevailing in Asia—that non-native English-speaking teachers are second-class educators and inherently inferior to native-speaker teachers.

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