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研究生:王立文
研究生(外文):WANG, LI-WEN
論文名稱(外文):Students’ Attitudes Toward Native and Non-native Accent Teachers and Whether Teachers’ Accent Affect Students’ Motivation and Willingness to Learn
指導教授:曹睿榮曹睿榮引用關係
指導教授(外文):TSAO, JUI-JUNG
口試委員:蔡麗娟王藹玲
口試委員(外文):TSAY, LI-JIUANWANG, AI-LING
口試日期:2024-06-14
學位類別:碩士
校院名稱:銘傳大學
系所名稱:應用英語學系碩士班
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2024
畢業學年度:112
語文別:英文
論文頁數:132
中文關鍵詞:英文為母語的教師(NESTs)英文非母語的教師(NNESTs)口音發音英語教學英語能力
外文關鍵詞:NESTs (Native English speaker teachers)NNESTs (Non-native English speaker teachers)accentpronunciationEnglish language teachingEnglish proficiency
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許多人認為,具有母語口音的教師是教授英語的理想教師。過去的研究已經探討了口音和種族身份的影響,以及學習者的口音如何影響他們的焦慮感以及願意說話和學習英語的意願。然而,關於教師口音與學生學習態度以及課堂參與意願之間的相關性研究仍然相對不足。本研究旨在調查學生對母語和非母語口音教師的態度,以及教師口音對學生接受度和學習英語意願的潛在影響。本研究針對九名具有不同英語熟練程度和背景的學生進行開放式問題訪談,包括來自臺灣和其他國家的學生。研究結果表明,無論是母語還是非母語教師,都對學生的偏好、接受度及在課堂上學習英語的意願沒有顯著影響。然而,在對母語般發音的看法和追求方面,學生渴望達到母語般的英語流利程度和口音。此研究有助於加深我們對學生在英語教學領域中重視教師的哪些因素的理解。

A majority of people hold the belief that a teacher with a native accent is the ideal instructor for teaching English. Past research has explored the impact of accents and ethnic identity, as well as how learners’ accents affect their anxiety and willingness to speak and learn English. However, there has been relatively limited research on the correlation between teachers' accents and students' attitudes toward learning, as well as their willingness to participate in the classroom. This study aims to investigate students’ attitudes toward native and non-native accent teachers and the potential impact of teacher accents on students' receptiveness and willingness to learn English.The research involved open-ended questions with nine students who had varying English proficiency levels and backgrounds, including those from Taiwan and other countries. The findings of the study indicated native nor non-native teachers have a significant impact on students’ preference or receptiveness and willingness to learn English in the classroom. However, when it comes to perceptions and aspirations of native-like pronunciation, students aspire to achieve a native-like English fluency and accent. This research serves to enhance our understanding of what students’ value in instructors in the field of teaching English.

Introduction……………………………………………………………………………………1
Research Background…………………………………………………………………….1
English as the Prevalence…………………………………………………………...1
More Non-native Teachers Nowadays……………………………………………...2
Bias Towards Ethnics……………………………………………………………….3
Bias Towards Native and Non-native Teachers……………………………………..4
Schools’ Actions and Advertisements………………………………………………5
Parents’ and Students’ Perspectives…………………………………………………7
Statement of the Problem…………………………………………………………...8
Research Purpose and Questions……………………………………………………8

Literature Review ……………………………………………………………………………11
Linguistic Competence (speaking) of Native English-Speaking Teachers (NESTs)…11
Pronunciation and Accent in English Teaching: NESTs vs. NNEST……………...........12
Cultural Competence in English Language Teaching: NESTs and NNESTs……...........13
Comparing Pedagogical Skills of NESTs and NNESTs in Language Education……….14
Diverse Teaching Styles of NESTs and NNESTs in EFL Contexts…………………….15
Feedback and Teaching Materials: NESTs vs. NNESTs………………………………..16
NNESTs as Exemplary Role Models in Language Learning……………………...........17
The Pedagogical Benefits of Sharing the Same Mother Tongue……………………….18
NNESTs’ Language Acquisition Experience and Teaching Insights……………………19
The Empathetic Approach of NNESTs in EFL Education………………………...........21
The Advantage of NNESTs in Grammar Instruction……………………………...........22

Methodology…………………………………………………………………………………25
Participants………………………………………………………………………...........25
Instrument……………………………………………………………………………….28
Question Design…………………………………………………………………...........28
Students Background……………………………………………………………………29
Part 1: Students’ Language Background and English Learning Experience............29
Part 2: Perceptions of Teacher Pronunciation and Qualifications…………………30
Part 3: Comparing Teaching Styles and Methods: Native and Non-Native English
Teachers……………………………………………………........................32
Part 4: Student Views on Teacher Accents and Their Impact on Learning………..33
Part 5: Impact of Teacher Accents on Students' Learning Willingness and
Motivation …………………………………………………………...........34
Part 6: Perceptions of Being a Native or Native-like English Speaker……... ……36
Data Collection Procedure and Analysis…………………………………………..36

Results and Discussion……………………………………………………………………….45
Part 1: Students’ Language Background and English Learning Experience……………45
Part 2: Perceptions of Teacher Pronunciation and Qualifications………………………48
Qualification Perception and Accent………………………………………………48
Confidence and Linguistic Self-Perception……………………………………….50
Pronunciation Challenge and Accent Mistakes……………………………………53
Part 3: Comparing Teaching Styles and Methods: Native and Non-Native English
Teachers…………………………………………………………………………55
Pedagogical Differences and Similarities………………………………………….55
Effectiveness in Language Instruction…………………………………………….59
Role of Native and Non-native Teachers in Language Education…………...........62
Staffing Decisions in English Departments………………………………………..64
Part 4: Student Views on Teacher Accents and Their Impact on Learning……………..67
Perceptions of Teaching Competence and Accent…………………………………67
The Significance of Accent in Educational Contexts………………………...........69
Impact of Accent on Learning Outcomes………………………………………….71
Part 5: Impact of Teacher Accents on Students’ Learning Willingness and
Motivation………………………………………………………………………74
Accent and Learning Willingness …………………………………………………74
Pronunciation and Classroom Participation ………………………………………76
Preference for Native vs. Non-Native Teachers……………………………...........79
Part 6: Perceptions of Being a Native or Native-like English Speaker…………………82
Perceptions and Aspirations of Native-like Fluency………………………………82
Influences on Aspirations for Native-like Fluency…………………………...........85
Pressure to Attain Native-like Fluency…………………………………………….88
Advantages and Disadvantages of Sounding Native………………………………91
Role of English Teachers in Shaping Fluency Aspirations………………………..94

Conclusion……………………………………………………………………………………99
Summary of research findings…………………………………………………………..99
Pedagogical implications………………………………………………………………101
Research limitations and Recommendations for future research……………………….112
References ………………………………………………………………………..........113

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