Article Summary

Article Summary

Makalah ini penulis buat untuk memenuhi tugas mata kuliah

“writing”

Dosen Pengampu: Nur Afifi

Disusun Oleh:

Nama:Niha Hayula

NIM:932207712

JURUSAN TADRIS BAHASA INGGRIS

PROGRAM STUDI TARBIYAH

SEKOLAH TINGGI AGAMA ISLAM NEGERI (STAIN )

KEDIRI

TAHUN AKADEMIK 2014/2015

Secondary EFL Student’s Preception of Native and Nonnative English Speaking Teachers in Japan and Korea.

Masataka Kasai, Kansai Gaidai college, Osaka, Japan

Jeong-Ah Lee, Sungkyunkwan Universuty, Seoul, South Korea

Soonhyang Kim, D’youville College, Buffalo, New York, USA

The survei study including Japan and Korea. The reseacher want to research on comunicative abilities was hiring native English-speaking teachers to teach in their public schools. Both of them has many native english speaking teacher. In japanese public scools as of 2007 are 5,100 NESTs and in Korean public schools as of 2006 are 1,909 NESTs. Even though the number of NESTs in public schools in two countries has been increasing for the last decade, the reasecher has been conducted on NESTs and NNESTs particularly from the students prespective. Accordingly, the present study explored Japanese and Korean secondry student’s preception of their NESTs and NNESTs, with respect to the comparisons between the two goups reported in previous studies.

The reaserch problem in this article is : How do Japanese and Korean secoundary school students perceive their NESTs and NNESYs with regard to thier competence in the target language, competence in teaching language skills, cultural aspects, personal aspects, teaching aspects, teaching styles, and classroom atmosphere?

The methode of the survei are the study examined 268 eighth and ninth grades in two middle schools, one in Japan and the other in Korea, regarding their perception of NESTs and NNESTs. The school in  Japan (School J, hereafter), located in a mid size city in southern Japan, had nine classes (three classes per grade) and three English teachers in total (one NEST and two NNESTs) the NEST visited the school three times a week and taught each class once a week. Students had four English lessons a week, with three lessons being taught by one NNEST and the other lesson being team taught by the NEST and the NNESTs. The school in Korea located in a large city in southen Korea, had 15 classes (five in each grade) and five English teachers in total. Like school J, School K had only one NEST, who visited the school three times a week. The students also had four English lesson per week, and the NEST taught one lesson, while the NNESTs taught the other three lessons.

The survey instrument develop a student questionnare to examine their perception of NESTs and NNESTs, concering each group’s strenghts and weaknesses, with multiple choices consisting of: strongly agree, agree, somewhat agree, smoewhat disagree, disagree, and stongly disagree. And develop on literature review. The firts step wrote in English, and then two of native speakers of Korean and Japanese translate them into Korean and Ja[anese respectively.

Data anlalysis in this article is analyzed with descriptive statistical methods to examie student’s perceptions of their NEST and NNEst on each item in the six categories. And they coducted  independent group t-test on each of the 40 itmes on NESTs and NNESTs to see weather the Korean and Japanese groups sould be treated as the same group.

The present survey study examined how secondru school students in two school in Japan and Korea perceived their NESTs and NNESTs the following six aspects. Weaknesses and strenghts. In strebght this article are the student more choose NESTs than models their pronunciation.

Small Group Interaction Among Native English Speaking and Nn Native English Speaking Learners in a Teacher Training Context.

Linda Matine

This reseacher focuse on the problems faced by international students studying abroad at English speaking universities. In particular it looks at the difficulties Asian students have in small group work activities and offer some recommendations on how these can be overcome.

The research disigned in this article is the project came about as a result of discussion among NS and NNS clasmates tht indicated both group felt the NS learners were more control over yhe interaction than the NNS learners. As a result the following queston emerged: 

1.In a teacher training context where NS and NNS students work together in small groups, do the NS learners domine? 

2.If they do, what elements inhibit or promote NNS student’s participation?

3.Can participants provide solutions to the issues raised in question 1 and 2

The four questions use to present the topic of group work interaction were:

1.At the centre for english language studies (CELS), how did you do fell about working in groups that were a combination of NNESTs and NESTs?

2.At CELS did you ever feel uncofotable working in groups that were a combination of NNESTs and NESTs?

3.If so, can you give more details about the situation or these situation?

4.What suggestions could you make to remedy these types of situations?

This research identfy some of the factors that discourage NNS students from partipating in SWG. The factor examined were: 

a.The participants desire to be involved in small group activities.

b.The amount of previous experience they had with small group work.

c.Difficulties with some aspects of english discourse and concerns about language proficiency.

d.The part cultural influences played in their interaction in groups.

Based upon participants suggestions regarding factors a-d the following strategies for improvement were discussed and put forth as recommendations I-III listed below:

(I)The role of the lecture in the teacher training classroom

(II)The benefits of cultural consciousness raising

(III)The advantages of pre-teaching the tents of sucsessful group work to NNS teacher.

Perceived Stress, Burnout and Coping Strategies of Native and Non-Native English Speaking Teachers in Japan

Merissa Braza Ocampo & Kim Rockell

The recognition of these problems prompted the authors to undertake the current study, focusing specifically on contemporary Japan where they are currently active as ESL educators. It was intended that the results might help streamline more efficient teacher copying strategies, provide information pertinent to the design of ESL teacher training curricula and insights of potential interest to all those involved in the areas of health or education.

In this study, a generally qualitative framework consisting of questionnaire and interviews was used. Interviews with selected respondents also helped to provide further insights. The questionnaire was designed to examine the following five categories: 

1. Views on teaching and stress shared by NEST and NNEST 

2. NEST and NNESTs‟ disparate views 

3. Stress symptoms 

4. Burnout symptoms 

5. Coping strategies to combat burnout and stress

A total of twenty-three participants, including thirteen NNEST and ten NEST were willing to answer the questionnaire. Participants included teachers from America, Australia, New Zealand, Philippines, Japan and Vietnam.

The result of this reasech is responses revealed both shared and disparate views between native and non-native English speaking ESL teachers and also helped to highlight areas of significant concern.

This study has clearly demonstrated that work-related stress is a significant problem for ESL teachers in contemporary Japan, identified significant stressors and provided detailed information on the way both NEST and NNEST cope with stress. The major sources of stress for all teachers appear to fall into physical, psychological/emotional or behavioral categories. A combination of these kinds of stress indicates burnout, and the dissatisfied and depressed condition of teachers tends to be contagious, even to the point where it seriously disrupts the relationship between teachers and students. It may also be true that conditions of employment, outside of 25 the control of the majority of teachers, are exacerbating the problem and much more effective support from employers is necessary.

Moving towards the transition: Non-native EFL teachers’ perception of native-speaker norms and responses to varieties of English in the era of global spread of English

Li-Yi Wang

The reasecher suggest that the theoretical and pedagogical courses in North American TESOL programs have not adequately recognized and addressed the needs and interests of NNESTs. However, little has been done to examine the contents of TESOL programs in the EFL context in relation to preparing NNESTs to operate in contemporary ELT classrooms. The study also seeks to fill the gap.

Data collection was divided into two phases. In the first phase, relevant Likert-scale items and closed-ended questions from a larger survey were used to investigate relevant issues. In the second phase, individual in-depth interviews were used to collect data from both the pre-service and in-service teachers. The interview questions were semi-structured and were conducted in Mandarin with the assumption that the participants would be able to express their feelings and perspectives more clearly through the use of their mother tongue. 

Understanding the participants’ perception of the current status of English in the world would help understand their responses concerning these issues. The survey shows that the vast majority of the participants (96.1%) either agreed or strongly agreed with the statement that English is the most important foreign language in Taiwan, while only 1.2% either disagreed or strongly disagreed. Moreover, as high as 82.5% of the participants either agreed or strongly agreed that English is the most useful language in the world, while only 3.9% disagreed or strongly disagreed (see Table 1 & 2). The results suggest that the majority of the participants perceived English as the most useful international language in the world.

Accompanying the changed English language landscape, the norms featuring Standard English and the ELT services provided by NESTs have been challenged for their failure to equip English learners with proficiency in varieties of English they need in international communication settings. Today, English is most frequently used by non-native speakers from different first language and culture backgrounds as a lingua franca for a wide range of purposes and needs. NNESTs should reconsider whether the prevailing native speaker model is truly the appropriate model that can meet their students’ needs in international communication settings, and English teacher education and teacher educators must take more responsibility during the process of ideology transition.

Revisiting Japanese English Teachers’ (JTEs) Perceptions of Communicative, Audio-lingual, and Grammar Translation (Yakudoku) Activities: Beliefs, Practices, and Rationales

Melodie Cook

The resecher controlled and focused on passive skills. JTEs also reported a tendency to favour audio-lingual activities in which students used memorized speech; again, teachers’ control of students’ output was a decisive factor for their approval. Gorsuch concluded that overall JTEs “mildly” approve of CLT activities, although they face impediments in doing so. This study seeks to understand these impediments in more detail in order to reveal the factors constraining teachers from making their beliefs a reality in their classrooms.

The questions that guided this research were the following: 

1.Is there consistency between what JTEs say about the appropriateness of communicative, audio-lingual, and grammar-translation activities and their actual classroom practice? 

2.If there is no consistency, what are the reasons?

Participants were 10 mid-career public junior or senior high school JTEs taking part in the pedagogical portion of a four-month overseas programme of language and pedagogy in Canada sponsored by MEXT. In university, four of the teachers had majored in education, while the remaining six majored in other disciplines such as English literature (3), linguistics (1), international relations (1) and French literature (1). Table 1 highlights the participants’ teaching experience, and current teaching situations at the time of the study in 2007. Pseudonyms were used to protect participants’ identities. This group of JTEs had been teaching from between 7 to 19 years. All but two of them were high school teachers, class sizes ranged between 18-40 students, and Japanese was generally the medium of instruction, unless teachers were working with an Assistant Language Teacher (ALT).

Data collection took place during the week prior to the commencement of the overseas programme. Participants were offered the choice of either English or Japanese version of the questionnaire to complete, which, at their request, were emailed to them to complete electronically. The researcher collected them to refer to during oral follow-up interviews.

Data for this part of the research was collected before the JTEs began the overseas pedagogical program; however, even after returning to Japan knowing more about communicative language teaching, almost all of the high school teachers interviewed said that although they attempted to do more communicative activities in their classes, they eventually abandoned them in favor of traditional methods largely because of entrance examination, textbooks, and pressures to cover material at the same pace as their colleagues.