What, How and Why? A Multi-Dimensional Case Analysis of the Challenges Facing Native and Non- Native EFL Teachers

Autor/in	Demir, Yusuf
Titel	What, How and Why? A Multi-Dimensional Case Analysis of the Challenges Facing Native and Non- Native EFL Teachers
Quelle	In: PASAA: Journal of Language Teaching and Learning in Thailand, 54 (2017), S.141-176 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0125-2488
Schlagwörter	Case Studies; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Program Effectiveness; Native Speakers; Higher Education; Qualitative Research; Interviews; Teacher Attitudes; Teaching Methods; Student Characteristics; Institutional Characteristics; Cultural Differences; Foreign Countries; Professional Autonomy; Classroom Techniques; Teacher Burnout; Teaching Experience; Pedagogical Content Knowledge; Class Size; School Schedules; Student Evaluation; Language Proficiency; Ability Grouping; College Students; College Faculty; Turkey + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Muttersprachler; Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitative Forschung; Interviewing; Interviewtechnik; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Kultureller Unterschied; Ausland; Berufsfreiheit; Klassenführung; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Pädagogische Kompetenz; Klassengröße; Schulzeiteinteilung; Schulnote; Studentische Bewertung; Language skill; Language skills; Sprachkompetenz; Homogene Gruppierung; Niveaugruppierung; Streaming; Collegestudent; Fakultät; Türkei
Abstract	On a multifaceted basis, this paper explores the challenges experienced by native and non-native English language teachers (NESTs and NNESTs) in a tertiary-level EFL setting in Turkey. Adopting a qualitative case study design, the data were gathered from five NESTs through interviews and from five NNESTs through hand-written accounts based on the template for challenges in ELT (TCELT), and analysed through deductive thematic analysis. The findings showed that the NESTs and NNESTs perceive similar as well as different challenges in the language preparatory program where they are co-teaching. Student-related and institutional parameters accounted for the NNESTs' problems, whereas on the part of the NESTs, teacher-related and cross-cultural factors accompanied these parameters. The findings were furthered by the teachers' elaborations on the causes and pedagogical consequences of the challenges, and their strategies for coping with them. In light of the teachers' accounts, the paper concludes by offering several suggestions for the elimination of the perceived challenges in an attempt to improve the effectiveness of the program. (As Provided).
Anmerkungen	Chulalongkorn University Language Institute. Prem Purachatra Building, Chulalongkom University, Phayathai Road, Pathumwan, Bangkok 10330, Thailand. Tel: +66-2-218-6092; Fax: +66-2-218-6104; e-mail: pasaa.editor@gmail.com; Web site: http://www.culi.chula.ac.th/publicationsonline/home_p1.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01