Exploring Native Speaker Teachers’ Beliefs about Learning and Teaching English
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The present study investigated native speaker teachers’ beliefs about learning and teaching English in the Korean university setting. Despite the great influx of native speaker teachers into the Korean English education system, relatively little research has been carried out on teachers’ perspectives on learning and teaching. Considering the significant impact of teachers’ beliefs in the classroom, this study investigated the sources of teachers’ beliefs, their beliefs about learning and teaching, and their beliefs about teacher roles in the second language classroom. Data were collected through semi-structured interviews with eight native English speakers who were teaching at the same university. The findings showed that the teachers believed students’ active participation was the key to successful second language learning. It was shown that the teachers’ beliefs were closely associated with their prior learning experiences and that differences in the learning experiences between the teacher and students may cause difficulty in the second language classroom. These findings suggest the importance of teachers’ awareness of students’ learning experiences and the need to negotiate within the given teaching context without completely giving up teachers’ own beliefs about learning and teaching a second language.
Abstract
The present study investigated native speaker teachers’ beliefs about learning and teaching English in the Korean university setting. Despite the great influx of native speaker teachers into the Korean English education system, relatively little research has been carried out on teachers’ perspectives on learning and teaching. Considering the significant impact of teachers’ beliefs in the classroom, this study investigated the sources of teachers’ beliefs, their beliefs about learning and teaching, and their beliefs about teacher roles in the second language classroom. Data were collected through semi-structured interviews with eight native English speakers who were teaching at the same university. The findings showed that the teachers believed students’ active participation was the key to successful second language learning. It was shown that the teachers’ beliefs were closely associated with their prior learning experiences and that differences in the learning experiences between the teacher and students may cause difficulty in the second language classroom. These findings suggest the importance of teachers’ awareness of students’ learning experiences and the need to negotiate within the given teaching context without completely giving up teachers’ own beliefs about learning and teaching a second language.
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