The use of speaking techniques by Native and Non-Native English instructors: A case in Turkey
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Published
Nov 8, 2017
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Abstract
Although the primary goal of English language instruction is to assist students in acquiring communicative competence in l, developing this ability might be very challenging for teachers since not all language learners of English are willing to communicate in the target language. In order to develop their learners’ communication skills and increase their students’ willingness to speak, teachers utilize different techniques. The aim of this qualitative study is to find out and compare the speaking techniques that are used by native (NESTs) and non-native (NNESTs) instructors of English Preparatory Programs at universities around Turkey. Data gathered from the open-ended questionnaire revealed both similarities and differences among NESTs and NNESTs about implementing various techniques in EFL speaking classes. The findings of the study suggested some pedagogical implications both for instructors and students in relation to the improvement of the students’ oral performance in language preparatory programs.
Keywords: Speaking techniques, native instructors, non-native instructors, NESTs, NNESTs.
Although the primary goal of English language instruction is to assist students in acquiring communicative competence in l, developing this ability might be very challenging for teachers since not all language learners of English are willing to communicate in the target language. In order to develop their learners’ communication skills and increase their students’ willingness to speak, teachers utilize different techniques. The aim of this qualitative study is to find out and compare the speaking techniques that are used by native (NESTs) and non-native (NNESTs) instructors of English Preparatory Programs at universities around Turkey. Data gathered from the open-ended questionnaire revealed both similarities and differences among NESTs and NNESTs about implementing various techniques in EFL speaking classes. The findings of the study suggested some pedagogical implications both for instructors and students in relation to the improvement of the students’ oral performance in language preparatory programs.
Keywords: Speaking techniques, native instructors, non-native instructors, NESTs, NNESTs.
Keywords: Speaking techniques, native instructors, non-native instructors, NESTs, NNESTs.
Although the primary goal of English language instruction is to assist students in acquiring communicative competence in l, developing this ability might be very challenging for teachers since not all language learners of English are willing to communicate in the target language. In order to develop their learners’ communication skills and increase their students’ willingness to speak, teachers utilize different techniques. The aim of this qualitative study is to find out and compare the speaking techniques that are used by native (NESTs) and non-native (NNESTs) instructors of English Preparatory Programs at universities around Turkey. Data gathered from the open-ended questionnaire revealed both similarities and differences among NESTs and NNESTs about implementing various techniques in EFL speaking classes. The findings of the study suggested some pedagogical implications both for instructors and students in relation to the improvement of the students’ oral performance in language preparatory programs.
Keywords: Speaking techniques, native instructors, non-native instructors, NESTs, NNESTs.
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MEDE, Enisa; COSGUN, Gulcin; ATAY, Derin.
The use of speaking techniques by Native and Non-Native English instructors: A case in Turkey.
International Journal of Learning and Teaching, [S.l.], v. 9, n. 4, p. 411-417, nov. 2017.
ISSN 1986-4558.
Available at: <http://sproc.org/ojs/index.php/ijlt/article/view/2646>. Date accessed: 05 dec. 2017.
doi: https://doi.org/10.18844/ijlt.v9i4.2646.
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