An Investigation into Native and Non-Native Teachers' Judgments of Oral English Performance: A Mixed Methods Approach

Autor/in	Kim, Youn-Hee
Titel	An Investigation into Native and Non-Native Teachers' Judgments of Oral English Performance: A Mixed Methods Approach
Quelle	In: Language Testing, 26 (2009) 2, S.187-217 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/0265532208101010
Schlagwörter	Methods Research; Evaluation Criteria; Oral English; English (Second Language); Teaching Methods; Native Speakers; Language Teachers; Comparative Analysis; Student Evaluation; Qualitative Research; Grammar; Pronunciation; Language Usage; Measurement Techniques; Foreign Countries; Korean; Language Tests; Canada (Montreal) + Suchen Sie Ihr Suchwort? Methodenforschung; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Muttersprachler; Language teacher; Sprachunterricht; Schulnote; Studentische Bewertung; Qualitative Forschung; Grammatik; Aussprache; Sprachgebrauch; Messtechnik; Ausland; Koreanisch; Language test; Sprachtest
Abstract	This study used a mixed methods research approach to examine how native English-speaking (NS) and non-native English-speaking (NNS) teachers assess students' oral English performance. The evaluation behaviors of two groups of teachers (12 Canadian NS teachers and 12 Korean NNS teachers) were compared with regard to internal consistency, severity, and evaluation criteria. Results of a Many-faceted Rasch Measurement analysis showed that most of the NS and NNS teachers maintained acceptable levels of internal consistency, with only one or two inconsistent raters in each group. The two groups of teachers also exhibited similar severity patterns across different tasks. However, substantial dissimilarities emerged in the evaluation criteria teachers used to assess students' performance. A qualitative analysis demonstrated that the judgments of the NS teachers were more detailed and elaborate than those of the NNS teachers in the areas of pronunciation, specific grammar use, and the accuracy of transferred information. These findings are used as the basis for a discussion of NS versus NNS teachers as language assessors on the one hand and the usefulness of mixed methods inquiries on the other. (Contains 4 figures, 3 tables and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10