Teaching Behavior Differences between Native and Non-native English Teacher In Early Childhood Education

• Main Authors: Ching-Hui Chen, 陳菁徽
• Other Authors: Yuh-Fang Chang
• Format: Others
• Language: en_US
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/su932r

碩士 === 靜宜大學 === 英國語文學系研究所 === 93 === The study investigates the teaching behavior differences between native and non-native English teachers in early childhood in Taiwan. It is assumed that native and non-native teachers behave differently in teaching. Therefore, the study applies Medgye’s (2000) classification on the perceived differences in teaching behavior between native and non-native teachers (Own use of language, General attitude, Attitude to teach language, Attitude to teach culture) to figure out how and what the differences are. Besides, in order to fit the actual early childhood English education, some adjustments and addition of the content are included in this study. A total of 237 teachers participating in this study, including 77 native English teacher, 80 non-native English teachers, and 80 homeroom teachers in Taipei, Taichung, and Kaohsiung city, and different questionnaires are designed for each group. We ask homeroom teachers to participate in our study, for the sake of understanding the actual classroom teaching situation from the observer point of view. Based on SPSS 10.0 to analyze the data, the T-test results show that the two cohorts do behave significantly different in many teaching manners and attitudes. Moreover, some of their stated behaviors are quite different from the actual ones. Analysis of homeroom teacher’s questionnaire also reveal that students favor native teachers’ classes better than non-native teachers’, and they are more active and motivated in native teachers classes also for teachers’ relaxing and cheerful teaching attitudes. However, through our questions and observation by homeroom teachers, non-native teachers are indeed have much teaching enthusiasm significantly than native teachers. Therefore, we can conclude that both native and non-native teachers are equally good teachers in their own terms.