ESL Education

Paper Summary:

In this article, the writer discusses what link, if any, exists between student learning anxiety and native versus non-native teachers in the EFL / ESL classroom environment. The study identifies key issues surrounding this question in an attempt to identify what factors contribute to Taiwanese students' increases in language learning anxiety. Further, it investigates these issues with the intention of fleshing out valuable knowledge for future research and educational advancement. The writer concludes that this comparison of language learning anxiety between students of native and non-native ESL teachers in Taiwan intends to seek out what problems exist in the current system. The writer points out that by identifying and examining such problems, administrators can make educated decisions in the recruiting of foreign or native teachers to their ESL / EFL programs.

Table of Contents:
Introduction
Statement of the Problem
Purpose of the Study
Research Questions
Definition of Terms
Limitations of the Study
Summary
References

From the Paper:

"Taiwan is experiencing an increase in English learners. As a result, a higher number of English language teachers are necessary. To meet this need, many foreign teachers specializing in ESL / EFL have flocked to Taiwan to teach classrooms full of English learners. For a variety of reasons, most of these English learners experience an Americanized version of English language training. Lou and Chism relay this Americanized English learning with the inability of young Taiwanese students to make associations between their own culture and experiences and English. This Americanized learning is in part due to the use of American written and published EFL textbooks. Yet, in classrooms where English is taught by a foreign ESL / EFL teacher, it is difficult to know whether the textbooks or the foreign teachers create difficulty in establishing successful language connections."

Sample of Sources Used:

• Banner, J.M, & Cannon, H.C. (1997, November). The personal qualities of teaching: What teachers do cannot be distinguished from who they are. Change, 29(6), 40-43.
• Eoyang, E.C. (2003, Summer). Teaching English as culture: Paradigm shifts in postcolonial discourse. Diogenes, 50(198), 3-18.
• Finch, A. (2002, December). Learning to trust -- trusting to learn: Promotion of positive affect through language-learning materials. Paper based on Ph.D. Thesis: Manchester, 2000. Available: http://www.eslteachersboard.com/cgi-bin/articles/index.pl?noframes;read=949 [25 July 2006]
• Finch, A.E. (2001). The non-threatening learning environment. Koreas TESOL Journal, 4(1), 133-158.
• Ho, H. (2005, Fall). Future early childhood teachers as EFL learners. Academic Exchange Quarterly, 9(3), 112-115.

More papers on ESL Education:

• Term Paper # 145804 : "Computers in ESL Education"
• Term Paper # 120883 : "Strategies to Help ESL Students"
• Essay # 69712 : "ESL Strategies"

APA Citation:

MLA Citation: