Transcript The Bright Side of Being A Non-NEST

The Bright Side of Being A
Non-NEST
教授者: 陳錦芬
國立台北師範學院
兒童英語教育研究所
Good Points of Being NNESTs
• Provide a good model for imitation
• Teach learning strategies more effectively
• Supply learners with more information
about the English language
• Anticipate and prevent language difficulties
better
• Be more empathetic to the needs and
problems of learners
• Make use of the learners’ mother tongue
Provide a good model
• Not all successful language learners are
proficient language users - However,
• How to measure the level of English
proficiency objectively?
• Is a fluent speak also a better writer?
• Is a successful learner a successful teacher?
一個大學的國文教授會比一個小學老師
更會教國小的學生嗎?
• But a successful teachers must be a good
learner.
Provide a good model
• Whether teachers with better command
of English should teach more advanced
and leave the beginners to the less
proficient teachers?
Provide a good model
• Non-NESTs set two modes: a language
mode and a learner mode.
• N-NESTs are also deficient but at a higher
level. Compared to NEST, they are less
deficient but the high level N-NEST reach
inspire effect on students, a more credible
learner model.
• NESTs usually go to the class unprepared
and is impatient with slow and listless
students. They don’t learn but acquire.
Teach Learning Strategies
• Factors for successful language learning:
age, background, motivation, intelligence,
education and language-learning strategies,
make learning easier, faster, more effective
and more transferrable to new situation.
Language Learning Strategies LLS
• Memory (memorize and retrieve) - social
(learn with other people) - affective
(regulate emotions) -metacognitive
(coordinate the learning process)compensation (use the L despite limited
knowledge)- cognitive(understand / produce)
strategies.
• Can LLS be taught?
Good Language learners
• Have insight into their own LLS,
• are actively involved in the learning task
• are willing to run the risk of making
mistakes
• are good guessers
• are prepared to attend to form as well as
meaning
• use the target language as early as possible
• are tolerant to ambiguities inherent in the
target language.
Good Language Teachers
• A knowledgeable teacher can tailor students
to master their LLS.
• A language teacher expertise : language
proficiency, language awareness and
pedagogic skills.
• Differences in teaching behavior between
native and non-native: pg.59
Native Language Teachers
• Acquisition being largely unconscious,
NESTs, without teaching training and any
experience of learning foreign language, are
not aware of the internal mechanism
operating language use, and therefore are
unable to give their students relevant
information about language learning.
Non-Native Language Teachers
• During the learning process, non-NEST have
amassed a wealth of knowledge abut the
English language. They can notice even the
minutest item as a possible learning difficulty
that NESTs take no notice. - prepositional Phr.
• Sharing learners’ mother tongue, from the
same cultural and linguistic background,
NNEST are more sensitive to students’
difficulties, discovering trouble spots.
Error Prevention
• Discovering divergences in cultural patterns
may shed light on why students are unable to
comprehend a specific language element.
• They can predict what is likely to go wrong
before students open their mouths- error
prevention.
• With mass media and travel, non-NESTs can
be informed as well as native NESTs
Self-aware - Empathy
• Huiora, 1972: Empathy is the ability to put
oneself in another person’s shoes.
• Roger, 1983, Freedom to Learn, the
humanistic movement.
• Bowers, 1986, hot and cold education. The
former harbors such concepts as learnercentered, equal roles in class, interaction,
problem solving and simulation activities.
• Moskomitz, Affective edu. is effective edu.
• To be provider, facilitator, counselor
Empathy - Non-NESTs
• Attend students’ real needs to a greater extent
• Set realistic aims for students by matching
their individual potential with social demands.
(得知標準課程之限制 國家考國試 國內可
取得之教材 學生之學習動機
• Tend to stricter in choosing teaching emthods
and assigning homework to meet the national
exam,
Sharing of Mother Tongue
• L1 is an indispensable teaching device for
explaining structures, and vocabulary, giving
instruction, doing various kinds of exercise
and so on. Though some advocated target
language only.
• Monolingual principle made non-NESTs feel
“defensive and guilty at their inability to
native speakers.
• Using mother tongue can make teachers more
confident about their teaching and save a ,lot
of class time.