英语论文网

摘要：NESTs and NNESTs, each of whom possesses its own features, are dichotomouscamps of English teachers in the background of Chinese higher education. Raised up inEnglish speaking environment, NESTs are often considered irreplaceable roles in TEFL inconsideration of their cultural facility, language proficiency as well as exclusive classroomatmosphere they created for Chinese students.

tudentsoral performance? Those three questions are what haunted author and prompted her intothis research.
…………

Chapter Two Literature Review

2.1 Comparison of Two Camps of Teachers
Through a retrospect of the literature, it is not hard to detect that the comparison oftwo camps of teachers came all the way along the introduction of native teachers into a ?non-native countries. It's normally accepted that NESTs are superior in fluent andidioniatical English, accurate pronunciation and intonation, affluent life experience andcultural notes, as well as lively classroom dynamics. And all these strengths are confirmedby researchers. Phillipson (1992) stated that the NESTs were intrinsically better qualifiedthan the non-natives in terms of cultural associations, fluent, idiomatically appropriatelanguage, cultural annotations of the language and the acceptability of any given samplesof the language. In addition to serving as "perfect language model" NESTs were richsources of cultural information (Arva & Medgyes，2000). Chinese scholar Zou Jie (1999)concluded from his research on the strengths of NESTs in teaching oral English class,which were:
…………

2.2 Researches on Oral English Teaching and Learning
Shao Yongzhen, the former committee member of National Committee of UniversityEnglish Teaching and the then president of Foreign Language School of ZhejiangUniversity discovered in 1998 that only 5% university graduates of the day possessedfavorable or excellent oral competence; 7% were competent in attending internationalconference; 14% were qualified to participate in foreign negotiation. It's undoubted thatChinese students have achieved long-leap progress in oral competence during the last 15years, however, in-class oral teaching on the whole is still facing many questions andsuspicions. There is still much room for language educators to improve in school oralEnglish education. Scholars al home have carried out a series of researches on leachingpractice, aiming at improving oral English teaching methods and efficiency. Zhao Jingsui(2000) explored the significance of oral English teaching in universities. He thought thatspeaking class promoted the combination of language knowledge and practice thusenhancing the comprehensive development of other language skills such as writing,reading and translating. Wang Lifei's (2002) experiment on the improvement of students"communicative capability from communicative strategies teaching discovered thatstrategic drills improved frequency of students' applying oral strategies into practice,enhancing fluency of oral expression. Wen Qiufang & Wu Xueshun (1998) had a try atconducting oral class in language lab so as to explore neotype outlet for larger-sized oralEnglish class.
……………

Chaptei Three Researching Approaches........17
3.1Questions to Tackle.......17
3 2 Subjects1 > Instruments.......22
3 3 1 Class Observation and Tape Recordings.......25
3 3 2 Test on Oral English Perfoimance.......26
3 4 Data Collection and Analysis.......30
Chapter Four Comparisons and Discussions.......33
4 1 Comparisons of Classroom Obseivation and Recordings.......33
4 1 1 NEST on Class.......35
4 1 2 NNEST on Class.......37
4 2 Comparison of Test本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。