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![Japanese University Students' Perceptions and Attitudes Toward Native and Non-native English Speaking Teachers [microform] : a Case Study of English Major Students in Japan PDF](https://books.google.com/books/content/images/frontcover/ZUtJXwAACAAJ?fife=w150-h200)
Author: Shoko Morita
Publisher: Library and Archives Canada = Bibliothèque et Archives Canada
ISBN: 9780612952997
Category : College students
Languages : en
Pages : 332
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Book Description
This case study examined Japanese university students' perceptions and attitudes toward native English speaking teachers (NESTs) and non-native English speaking teachers (NNESTs). Their preferences for NESTs or NNESTs were explored by a questionnaire (n = 56) and in-depth interviews with a sub-sample of students (n = 6). Two university English teachers (NEST and NNEST) were also interviewed. Factor analysis and descriptive statistics of the questionnaire responses showed a clear distinction regarding students' preferences. NESTs were preferred for phonological and oral skills, and NNESTs for grammar instruction and literacy skills. Student interviews highlighted the relationship between their NEST NNEST preference and individual factors such as motivation for learning English. Overall, English learners have a more sophisticated and probably realistic perception of the strengths and weaknesses of NESTs and NNESTs than is common in society.
![Japanese University Students' Perceptions and Attitudes Toward Native and Non-native English Speaking Teachers [microform] : a Case Study of English Major Students in Japan PDF](https://books.google.com/books/content/images/frontcover/ZUtJXwAACAAJ?fife=w80-h100)
Author: Shoko Morita
Publisher: Library and Archives Canada = Bibliothèque et Archives Canada
ISBN: 9780612952997
Category : College students
Languages : en
Pages : 332
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Book Description
This case study examined Japanese university students' perceptions and attitudes toward native English speaking teachers (NESTs) and non-native English speaking teachers (NNESTs). Their preferences for NESTs or NNESTs were explored by a questionnaire (n = 56) and in-depth interviews with a sub-sample of students (n = 6). Two university English teachers (NEST and NNEST) were also interviewed. Factor analysis and descriptive statistics of the questionnaire responses showed a clear distinction regarding students' preferences. NESTs were preferred for phonological and oral skills, and NNESTs for grammar instruction and literacy skills. Student interviews highlighted the relationship between their NEST NNEST preference and individual factors such as motivation for learning English. Overall, English learners have a more sophisticated and probably realistic perception of the strengths and weaknesses of NESTs and NNESTs than is common in society.
Author: Yoko Kobayashi
Publisher: Routledge
ISBN: 1351804561
Category : Education
Languages : en
Pages : 160
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Book Description
This book seeks a better understanding of the sociocultural and ideological factors that influence English study in Japan and study-abroad contexts such as university-bound high schools, female-dominant English classes at college, ESL schools in Canada, and private or university-affiliated ESL programs in Singapore and Malaysia. The discussion is based not only on data garnered from Japanese EFL learners and Japanese/overseas educators but also on official English language policies and commercial magazine discourses about English study for Japanese people. The book addresses seemingly incompatible themes that are either entrenched in or beyond Japan’s EFL context such as: Japan’s decades-long poorly-performing English education vs. its equally long-lived status as an economic power; Japanese English learners’ preference for native English speakers/norms in at-home Japanese EFL contexts vs. their friendship with other Asian students in western study-abroad contexts; Japanese female students’ dream of using English to further their careers vs. Japanese working women’s English study for self-enrichment; Japanese society’s obsession with globalization through English study vs. the Japanese economy sustained by monolingual Japanese businessmen; Japanese business magazines’ frequent cover issues on global business English study vs. Japanese working women’s magazines’ less frequent and markedly feminized discourses about English study.
Author: Nicola Galloway
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
As a global language, English has spread to the extent that non-native speakers now outnumber native speakers. In the last few decades, a body of research literature has emerged demonstrating the decreasing global relevance of native English speakers, and calling for a re-evaluation of English Language Teaching (ELT) practices, in order to better prepare students for using English as a global lingua franca. However, students' needs and attitudes towards English and ELT must be fully investigated before curriculum changes can be suggested. Many attitude studies conclude that students favour native varieties of English. However, such research often uses single research methods and very few relate attitude studies to ELT. Further research is required regarding students' attitudes towards English, the factors influencing these attitudes and how they relate to ELT. Moreover, few studies have investigated these proposals in any depth or explored the impact of course instruction in the global uses of English on students' attitudes. This thesis is an investigation of Japanese university students' attitudes towards English and English teachers in relation to the use of English as a lingua franca (ELF). In order to widen the scope of understanding, this research employed a mixture of quantitative and qualitative measures to obtain data about the participants and their attitudes. Thus, questionnaires, interviews and focus groups were used. Following the introduction, chapter two and three provide a literature review. Chapter four outlines the methodology, and the results are presented in chapters five, six and seven. Chapter eight presents a discussion of the results and the implications of this study for teaching English are discussed in chapter nine. The findings suggest that English is seen as a language belonging to native English speakers and those students want to learn native English. However, the results highlighted that a number of factors influence students' attitudes. The findings also demonstrated that the study of Global Englishes influenced students in a number of ways, including their motivation for learning English, attitudes towards varieties of English and attitudes towards English teachers. It encouraged them to question notions of 'standard English', was helpful for future ELF communication and raised their confidence as English speakers. In sum, the findings of this study provide an empirical basis for a re-evaluation of ELT and suggest that Global Englishes Language Teaching is something that should be further investigated.
Author: Mayu Konakahara
Publisher: Springer Nature
ISBN: 3030332888
Category : Language Arts & Disciplines
Languages : en
Pages : 370
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Book Description
This edited book examines the phenomenon of English as a Lingua Franca (ELF) in the Japanese context, using multilingualism as a lens through which to explore language practices and attitudes in what is traditionally viewed as a monolingual, monocultural setting. The authors cover a broad spectrum of topics within this theme, including language education policies, the nature of ELF communication in both academic and business settings, users’ and learners’ perceptions of ELF, and the pedagogy to foster ELF-oriented attitudes. Teaching and learning practices are reconsidered from ELF and multilingual perspectives, shifting the focus from the conformity to native-speaker norms to ELF users’ creative use of multilingual resources. This book is a key resource for advancing ELF study and research in Japan, and it will also be of interest to students and scholars studying multilingualism and World Englishes in other global contexts.
Author: Diane Hawley Nagatomo
Publisher: Multilingual Matters
ISBN: 1783095229
Category : Foreign Language Study
Languages : en
Pages : 257
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Book Description
How do teachers who have chosen to settle down in one country manage the difficulties of living and teaching English in that country? How do they develop and sustain their careers, and what factors shape their identity? This book answers these questions by investigating the personal and professional identity development of ten Western women who teach English in various educational contexts in Japan, all of whom have Japanese spouses. The book covers issues of interracial relationships, expatriation, equality and employment practices as well as the broader topics of gender and identity. The book also provides a useful overview of English language teaching and learning in Japan.
Author: Shinsuke Tsuchiya
Publisher:
ISBN:
Category :
Languages : en
Pages : 322
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Book Description
This dissertation explores the construction and effects of the notion of “native speaker,” on teachers, mostly graduate teaching associates, in a Japanese language program at a large university in the American midwest. Specifically, it attempts to answer the following two research questions: (1) How do language teachers and students of Japanese in this program perceive native and nonnative language teachers? and (2) How does the iconic construct of “native speaker” affect the language teachers of Japanese in this study? Both quantitative and qualitative data have been collected from teachers and students of Japanese, and for the purpose of comparison, Chinese, using a triangulation approach that combines survey questionnaires (N=593) with interviews (10 hours of audio recordings) and observations (80 hours of video recordings). Major quantitative findings from the survey data collected from teachers and students of Japanese and Chinese are as follows: (1) language students, in comparison to their teachers, assumed native speakers to have more specific and idealized characteristics; (2) language students and teachers indicated that they preferred or expected their students to prefer native-speaking teachers of Japanese and Chinese than nonnative-speaking teachers; (3) native speakers of Chinese and Korean were found to have more specific and idealized characterization of “native speaker” and a stronger preference for native-speaking teachers; (4) native speakers of English who are ethnically Asian had a weaker tendency to prefer either native or nonnative-speaking teachers; (5) those who grew up speaking multiple languages had a stronger preference for nonnative-speaking teachers; (6) teacher participants expected their students to prefer both native- and nonnative-speaking teachers more than their students actually did; (7) learners of Japanese, in comparison to learners of Chinese, had a stronger preference for native-speaking teachers, and slightly lower preference for nonnative-speaking teachers. Qualitative data illustrate how the notion of “Japanese native speaker” has been iconized in the language program as educated uptown Tokyo dialect speakers who are not familiar with a foreign language. Such characterizations were used to put an emphasis on pronunciation and pitch accent of the standard dialect during the teacher training, as well as establishing language program policies such as encouraging students and teachers to not use English in speaking/listening classes. Certain communal differences between the Japanese and Chinese program, in particular, teaching assignments and a seemingly stronger adherence to the standard language, may have contributed to a stronger preference for native-speaking teachers in the Japanese program. The effects of the notion of the standard language “native speaker” on the four focal participants of Japanese teachers were documented with a focus on their (non)acquisition of the standard pitch accent and their reactions to the guidelines set by the language program. In addressing pedagogical implications, ways to “deconstruct” the iconic standard, while still incorporating a standard dialect in language programs are discussed. Suggestions for helping language teacher trainees improve their language proficiency and deal with their anxiety are proposed, and a call is made to question and rethink our assumptions about native and nonnative speakers.
Author: Glenn Toh
Publisher: Springer
ISBN: 3319397052
Category : Language Arts & Disciplines
Languages : en
Pages : 223
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Book Description
This book sets out to uncover and discuss the curricular, pedagogical as well as cultural-political issues relating to ideological contradictions inherent in the adoption of English as medium of instruction in Japanese education. Situating the Japanese adoption of EMI in contradicting discourses of outward globalization and inward Japaneseness, the book critiques the current trend, in which EMI merely serves as an ornamental and promotional function rather than a robust educational intervention.
Author:
Publisher: Candlin & Mynard
ISBN:
Category : Social Science
Languages : en
Pages : 445
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Book Description
The goal of this book is to provide information, inspiration, and mentorship to teachers (namely foreign women, but not restricted to such) as they navigate the gendered waters of teaching English in Japanese higher education. Such a book is timely because foreign female university teachers are outnumbered by their foreign male colleagues by nearly three to one. This imbalance, however, is likely to change as reforms in hiring policies (which have until recently generally favored male applicants) have been widely implemented to encourage more female teachers and researchers. The narratives by the contributors to this book offer a kaleidoscope of experiences that transverse several loosely connected and overlapping themes. This book is, in a sense, a “girlfriend’s guide to teaching in a Japanese university” in that it provides much practical information from those who are already in the field. It covers areas such as gaining entry into Japanese higher education teaching, searching for and obtaining tenure, managing a long-term professorial career, and taking on leadership responsibilities. The personal side of teaching is examined, with authors describing how individual interests have shaped their teaching practices. Family matters, such as negotiating maternity leave, reentering the workforce, and difficulties in balancing family and work are discussed by those who have “been there and done that”. The darker issues of the job, such as harassment, racism, and native-speakerism are introduced, and several chapters with practical and legal information about how to combat them are included, as well as a list of valuable resources. The contributors to this volume have drawn upon their own unique experiences and have situated their stories in areas that are of great personal importance. The individual narratives, when taken together, highlight not only the complexity of the professional identity of EFL teachers but also the myriad of issues that shape the careers of women in Japanese higher education. These issues will resonate with all female EFL faculty, regardless of their geographical location.
Author: Diane Hawley Nagatomo
Publisher: Multilingual Matters
ISBN: 184769649X
Category : Education
Languages : en
Pages : 231
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Book Description
This book contributes to the growing field of EFL teacher identity, which is now recognized to influence numerous aspects of classroom teaching and of student learning. It focuses on an under-researched, and yet highly influential group of teachers that shape English language education in Japan: Japanese university English teachers. In three interrelated narrative studies, it examines how four relatively new teachers develop professional identity as they become members of the community of practice of university English teachers; how gender impacts the professional identity of seven female professors ranging in age from their early 30s to their 60s; and how one teacher’s teaching practices and beliefs reflect her personal and professional identity.
Author: Jill M. McKay
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 144
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Book Description
