Perceived versus Measured Teaching Effectiveness: Does Teacher Proficiency Matter?

Autor/inn/en	Sadeghi, Karim; Richards, Jack C.; Ghaderi, Farah
Titel	Perceived versus Measured Teaching Effectiveness: Does Teacher Proficiency Matter?
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 51 (2020) 2, S.280-293 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688219845933
Schlagwörter	Language Proficiency; Teacher Effectiveness; Feedback (Response); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Characteristics; Self Evaluation (Individuals); Teacher Attitudes; Linguistic Input; English (Second Language); Teacher Education Programs; Native Speakers; Correlation; Accuracy; Metalinguistics; Foreign Countries; Teaching Methods; Iran + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Sprachbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Muttersprachler; Korrelation; Metalanguage; Metasprache; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The impact of the non-native speaker's (NNS) language proficiency on their personal teaching performance has often been an issue in TESOL teacher education programmes. To explore this issue a study was conducted to investigate the link between language teachers' language proficiency and their teaching effectiveness. Classes taught by eight NNS teachers teaching the same or similar content were observed. Teaching effectiveness and teacher language proficiency were measured both through self-ratings and by independent raters. Teachers were compared in terms of such criteria as the quantity and quality of input provided, the amount and accuracy of metalanguage used, the extent and quality of feedback offered as well as classroom management skills. The results suggest that while language proficiency contributes to teaching effectiveness, other aspects of teaching are unrelated to a teacher's command of their second language (L2). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01