Deng Liwei, Zhang Lawrence Jun, Mohamed Naashia
Faculty of Education and Social Work, University of Auckland, Auckland, New Zealand.
Front Psychol. 2023 Aug 15;14:1175379. doi: 10.3389/fpsyg.2023.1175379. eCollection 2023.
Due to globalization, English has gradually become a , leading to a rising demand for proficient English teachers all over the globe. In China, more EFL teachers are being recruited, particularly at the tertiary level, with a greater preference for so-called "native English speaking teachers (NESTs)" over "non-native English-speaking teachers (NNESTs)" due to the impacts of native-speakerism. Research has shown NESTs, NNESTs, and students are often misaligned in terms of beliefs about language learning and teaching which affect teaching effectiveness as well as student achievement. Recognizing this issue, this study investigated NESTs', NNESTs', and Chinese English-major students' perceptions of characteristics of effective EFL teachers at four mid-tier universities across China. Findings from semi-structured interviews with 16 students suggest that NNESTs and Chinese English-major students had similar views on language learning and teaching. Both groups valued prerequisite qualities such as having expert knowledge, language skills, teaching skills, and professionalism. NESTs, however, valued qualities such as caring, patience, flexibility, engagement, and awareness of students' learning needs. These differences are likely the result of these two groups of teachers' linguistic, cultural, and educational background differences. The highly uniform views of the two groups of teachers suggest that they tended to emphasize certain qualities while disregarding others. These findings suggest the need to raise teachers' and students' awareness of the benefits of different types of teacher qualities so that curriculum design and lesson planning can be implemented for better instructional alignment to ultimately improve teaching effectiveness.
由于全球化，英语逐渐成为一种主导语言，导致全球对英语熟练教师的需求不断上升。在中国，越来越多的英语外语教师被招聘，尤其是在高等教育阶段，由于母语主义的影响，比起“非英语母语教师（NNESTs）”，人们更倾向于所谓的“英语母语教师（NESTs）”。研究表明，在语言学习和教学理念方面，英语母语教师、非英语母语教师和学生之间往往存在不一致，这会影响教学效果和学生成绩。认识到这个问题后，本研究调查了中国四所中型大学的英语母语教师、非英语母语教师以及中国英语专业学生对有效英语外语教师特征的看法。对16名学生进行的半结构化访谈结果表明，非英语母语教师和中国英语专业学生在语言学习和教学方面有相似的观点。两组都重视诸如拥有专业知识、语言技能、教学技能和专业素养等必备素质。然而，英语母语教师重视关心、耐心、灵活性、参与度以及对学生学习需求的认知等素质。这些差异可能是这两组教师在语言、文化和教育背景方面存在差异的结果。两组教师高度一致的观点表明，他们倾向于强调某些素质而忽视其他素质。这些发现表明，有必要提高教师和学生对不同类型教师素质益处的认识，以便能够实施课程设计和教案规划，实现更好的教学一致性，最终提高教学效果。
