The Value of an Additional Native Speaker in the English Language Classroom.

Autor/inn/en	Lynch, Tony; Anderson, Kenneth
Titel	The Value of an Additional Native Speaker in the English Language Classroom.
Quelle	In: Edinburgh Working Papers in Applied Linguistics, (2001) 11, S. 69-80 PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Forschungsbericht; Graue Literatur; Communication Skills; English (Second Language); Foreign Countries; Higher Education; Oral Language; Paraprofessional School Personnel; Questionnaires; Second Language Learning; Speech Communication; Teacher Student Relationship; Teaching Methods; United Kingdom + Suchen Sie Ihr Suchwort? Kommunikationsstil; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Oral interpretation; Mündlicher Sprachgebrauch; Fragebogen; Zweitsprachenerwerb; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Großbritannien
Abstract	Learners of English in the United Kingdom find that the language they hear in the classroom is different from native speech outside the classroom. Previous participants in Scotland's Institute for Applied Linguistics Studies summer pre-sessional English for Academic Purposes program had requested more opportunities to talk with native speakers in order to practice their oral communication skills. With that mind, a non-teacher course assistant was hired to take part in speaking classes and to chat with students during breaks. This paper reports findings of a study of student-teacher and student-assistant talk, based on recordings made in one type of speaking lesson. A post-course questionnaire was also completed to compare students' interactions with the teacher and the assistant. Results indicated that even in class, interaction with the assistant gave students the opportunity for different sorts of talk than they had with the teacher. Having a classroom assistant made a notable difference to both the distribution and the nature of native speaker-student interaction in class. The assistant also increased the amount of speaking practice outside class. An appendix presents the research questionnaire. (Contains 13 references.) (SM)
Begutachtung
Erfasst von	ERIC (Education Resources Information Center), Washington, DC