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A Study on NNS Teachers’ Language Awareness

권선희
아시아테플 (AsiaTEFL (The Asian Association of Teachers of English As a Foreign Language))|2018.03|Journal of Asia TEFL|제15권 제1호|pp. 51-65

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참고문헌

키워드

language proficiencyNNS teacher language awarenessmetalinguistic knowledge

초록

The goal of the study is to examine non-native speaking (NNS) English teachers' language awareness in relation to their metalinguistic knowledge and language proficiency. Data was collected from sixty-two (N=62) NNS in-service teachers who had teaching experiences in South Korea and forty-four (N=44) NS pre-service teachers in a TESOL certificate or degree program in the U.S. All participants were asked to complete a series of tests to check their levels of metalinguistic knowledge (MK). The tests of MK consisted of 34 test items asking participants’ grammaticality judgement and 15 items of metalanguage use. In addition, NNS participants answered a self-report questionnaire of their English language proficiency (LP). The results from the tests and questionnaire were examined using t-tests, correlation, and regression analyses. The findings indicated that the NNS group performed differently on the tests of two types of MK; the NNS group outperformed the NS group on the test of metalanguage use knowledge, whereas the NS group performed better than the NNS group on the test of grammaticality judgement. Also it was found that the scores of grammaticality judgement in the NNS group were correlated to the scores of LP at statistically significant levels. In regression analysis, the grammatical judgement on the indefinite article appeared to be the only predictor of LP. Implications and suggestions from the findings are discussed.

Abstract

The goal of the study is to examine non-native speaking (NNS) English teachers' language awareness in relation to their metalinguistic knowledge and language proficiency. Data was collected from sixty-two (N=62) NNS in-service teachers who had teaching experiences in South Korea and forty-four (N=44) NS pre-service teachers in a TESOL certificate or degree program in the U.S. All participants were asked to complete a series of tests to check their levels of metalinguistic knowledge (MK). The tests of MK consisted of 34 test items asking participants’ grammaticality judgement and 15 items of metalanguage use. In addition, NNS participants answered a self-report questionnaire of their English language proficiency (LP). The results from the tests and questionnaire were examined using t-tests, correlation, and regression analyses. The findings indicated that the NNS group performed differently on the tests of two types of MK; the NNS group outperformed the NS group on the test of metalanguage use knowledge, whereas the NS group performed better than the NNS group on the test of grammaticality judgement. Also it was found that the scores of grammaticality judgement in the NNS group were correlated to the scores of LP at statistically significant levels. In regression analysis, the grammatical judgement on the indefinite article appeared to be the only predictor of LP. Implications and suggestions from the findings are discussed.

참고문헌 (37)

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관련 논문AI추천

A study on NNS teachers’ language awareness: Focus on metalinguistic knowledge and language proficiency권선희현대영어교육학회 · 현대영어교육2016 · 제17권 제4호영어교사 메타언어능력에 대한 연구권선희한국영어영문학회 · 영어영문학2017 · 제22권 제1호비원어민 교사 영어인식능력 요인에 대한 연구권선희팬코리아영어교육학회 · 영어교육연구2015 · 제27권 제4호영어교사 교실의사소통능력 진단도와 영어사용정도 분석 연구권선희한국언어과학회 · 언어과학2012 · 제19권 제1호학습자의 L2 메타언어적 지식을 활용한 수업의 효과황선유현대영어교육학회 · 현대영어교육2013 · 제14권 제1호The Role of Awareness in the L2 Acquisition of English Grammatical Structure황종배외국어교육연구소 · 외국어교육연구2009 · 제23권 제1호

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