Native and non native english teachers : chilean professional adult learners points of view
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Archivos
Fecha
2018
Autores
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Este estudio examina las percepciones de seis estudiantes chilenos profesionales
adultos (PAL), sobre profesores hablantes de Inglés nativos (NS) y profesores de Inglés
chilenos / No Nativos (NNS). El objetivo de la investigación es comprender el punto de vista
de los PAL en función de su propia experiencia, evaluando a los profesores en términos de su
metodología de enseñanza, como en el aula. Este es un caso de estudio cualitativo que
involucra una entrevista semi estructurada y una encuesta abierta para complementar con una
herramienta de recolección de datos. Basándose en la teoría de la andragogía, se examinan las
diferentes preferencias en enseñanza de los PAL. Los hallazgos sugieren que los PAL
prefieren ser enseñados por los profesores de Inglés Nativo, ya que su manera de transmitir
enseñanza es coherente con las necesidades de los PAL. Las percepciones de los participantes
se centran principalmente en: la metodología de los docentes, las habilidades del profesor en
pronunciación y acento, y el efecto cultural. El estudio ha demostrado que los PAL de
nacionalidad Chilena requieren un entorno de aprendizaje donde puedan practicar sus
habilidades de expresión oral, esto pues el idioma Inglés se ha convertido en una necesidad
para el desarrollo profesional.
This study examines the perceptions of six Chilean Professional Adult Learners (PALs) towards Native Speaker (NS) and Chilean/Non Native Speaker (NNS) English teachers. The focus of the research is to understand the PALs’ point of view based on their own experience, regarding both teachers in terms of their teaching methodology, behavior and approach in the classroom. This is a qualitative case study that involved a semi structured interview and an open ended survey as a complimentary data collection tool. Drawing broadly on the andragogy theory, the different teaching preferences from the PALs are examined. Findings suggest that the PALs prefers to be taught by NS English teachers because their communicative teaching approach is coherent with the PALs’ needs. Participants’ perceptions focus mostly on: teachers’ teaching methodology, teachers’ skills in pronunciation and accent, and the effect of culture acknowledgement. The study has shown that Chilean PALs require a learning environment where they can practice their speaking skills because English language has become a necessity for the career development and thus suggestions are made for future studies in this field.
This study examines the perceptions of six Chilean Professional Adult Learners (PALs) towards Native Speaker (NS) and Chilean/Non Native Speaker (NNS) English teachers. The focus of the research is to understand the PALs’ point of view based on their own experience, regarding both teachers in terms of their teaching methodology, behavior and approach in the classroom. This is a qualitative case study that involved a semi structured interview and an open ended survey as a complimentary data collection tool. Drawing broadly on the andragogy theory, the different teaching preferences from the PALs are examined. Findings suggest that the PALs prefers to be taught by NS English teachers because their communicative teaching approach is coherent with the PALs’ needs. Participants’ perceptions focus mostly on: teachers’ teaching methodology, teachers’ skills in pronunciation and accent, and the effect of culture acknowledgement. The study has shown that Chilean PALs require a learning environment where they can practice their speaking skills because English language has become a necessity for the career development and thus suggestions are made for future studies in this field.
Notas
Tesis (Magíster en la Enseñanza del Inglés como Lengua Extranjera, Master en Artes en TESOL)
Palabras clave
Profesores de Inglés, Investigaciones, Inglés, Enseñanza, Chile