東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Status of nonnative English speakers...

Mahboob, Ahmar.

Linked to FindBook

Google Book

Amazon

博客來

Status of nonnative English speakers as ESL teachers in the United States.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Status of nonnative English speakers as ESL teachers in the United States./
Author:	Mahboob, Ahmar.
Description:	236 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2065.
Contained By:	Dissertation Abstracts International64-06A.
Subject:	Language, Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3094117

Status of nonnative English speakers as ESL teachers in the United States.
Mahboob, Ahmar.

Status of nonnative English speakers as ESL teachers in the United States. - 236 p.

Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2065.

Thesis (Ph.D.)--Indiana University, 2003.

In the last 10 years, a substantial amount of work in TESOL and applied linguistics has focused on the issues of nonnative speakers of English who teach English as a second language in the United States. Recent work in the field questions the legitimacy of using native-speaker as a model for language learning and native-speaking teachers as ideal teachers. However, most of this work is based on anecdotal evidence and assumptions. The purpose of this dissertation is to evaluate a number of these assumptions.Subjects--Topical Terms:

1018079
Language, Linguistics.

Status of nonnative English speakers as ESL teachers in the United States.
LDR:03059nmm 2200313 4500 001 1861003
005 20041111103534.5
008 130614s2003 eng d
035 $a (UnM)AAI3094117
035 $a AAI3094117
040 $a UnM $c UnM
100 1 $a Mahboob, Ahmar. $3 1948626
245 1 0 $a Status of nonnative English speakers as ESL teachers in the United States.
300 $a 236 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2065.
500 $a Adviser: Beverly S. Hartford.
502 $a Thesis (Ph.D.)--Indiana University, 2003.
520 $a In the last 10 years, a substantial amount of work in TESOL and applied linguistics has focused on the issues of nonnative speakers of English who teach English as a second language in the United States. Recent work in the field questions the legitimacy of using native-speaker as a model for language learning and native-speaking teachers as ideal teachers. However, most of this work is based on anecdotal evidence and assumptions. The purpose of this dissertation is to evaluate a number of these assumptions.
520 $a The research presented in the dissertation empirically examines the status of nonnative English speaking teachers in TESOL in the United States from diverse perspectives based on both quantitative and qualitative data. The results of one part of the study, based on a questionnaire survey, show that the number of nonnative teachers teaching ESL in the United States is low. This low number is disproportionate when compared to the high number of graduate students in graduate programs in TESOL, applied linguistics, and language education who are nonnative speakers of the language. The results of a regression study show that this low ratio of nonnative English speaking teachers in ESL programs may be explained by the importance given to 'native English speakers' by program administrators. The reason given for a preference for native speakers is that ESL students want to learn English with native English speaking teachers.
520 $a The results of a second part of this study further demonstrate that, contrary to program administrators' perceptions, ESL students do not necessarily prefer native speakers to non-native speakers as their teachers. Based on a qualitative analysis of their views on this topic, the results of this part of the study suggest that students' perceptions are complex. Students who participated in this study stated that native and nonnative teachers complement each other and that they would like to study with both.
520 $a The results of this study have implications for research methodology, ESL classroom teaching, language teacher education programs, as well as ESL/EFL program administrators.
590 $a School code: 0093.
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Adult and Continuing. $3 626632
690 $a 0290
690 $a 0279
690 $a 0516
710 2 0 $a Indiana University. $3 960096
773 0 $t Dissertation Abstracts International $g 64-06A.
790 1 0 $a Hartford, Beverly S., $e advisor
790 $a 0093
791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3094117