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Chapter Four Comparisons andDiscussions

4.1 Comparison of classroom Observation and Tape Recording
Although there was no set teaching material, audio and visual material like music,movies, and videos were advantageously adopted by the native teachers. Unlikenon-native English teachers, native one rarely carried a textbook with him. He mainlydepended on handouts prepared in advance or notebook with lesson plan on it. Sometimeshe conveyed his intention directly via blackboard. When an event or pageant wereintroduced, many pictures or video clips of scenes of event from different movies wereshown on the screen. When talking about music, different types of songs were played.Meanwhile, interesting activities were designed to arouse students’ interest to learn.Example 1: When Glastonbury Festival (a famous music festival) was introduced,the teacher carried a thick guide book he brought to China to the classroom. Thepanorama of the spectacular of the festival was presented by a series of exquisitebird's-eye viewed photos. Students got to know both the expanse of British farm and thefanaticism of local music fans from thousands of tents encamped on the farmland.Meanwhile, Students were asked if there was a music festival of such grand scale in China.Instantly some students rock fans steered the communication towards Strawberry rockmusic festival. During the whole process, students interest was triggered and kept andthey took the initiative to communicate with native teacher. Therefore, language input andoutput as well as interaction were all realized in one class.
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Conclusion

The primary aim of this study was to look for the differences between two camps ofteachers in oral English teaching, their strengths and drawbacks as well as the influence thatthose strengths and drawbacks exert on students' oral performance. Therefore comparisonbetween the teaching behavior of Native English Speaking Teachers and non-Native EnglishSpeaking Teachers on oral class was made with the hope of finding out the similarities anddifferences between them. In order to ensure better validity, the scope of investigation waswidened by employing a multiple research design.During the class observation process, the study found several differences between NESTand NNEST. Although there is no set teaching material, audio and visual material like music,movies, and videos were advantageously adopted by the native teachers. In conformity with thesuggestions appeared in previous studies, NEST's classes had a relaxed atmosphere. Apart fromserving as a model of authentic English, NEST is a rich source of western culture. NEST'sadding humor into classroom was like coating icing on the cake. Non-verbal language was alsoused in great abundance by NESTS. NEST habitually adopted sincere encouragement as well asgentle criticism. NEST's classes were more student-centered with more time concentrating ontheir students. But when turned to the other side, it was found that NEST was not as punctual andwell-prepared as many have expected in beginning and ending a class. A lack of commoncultural identity with the students served as a roadblock for NEST in teaching. On the other hand,it should be noted that NEST did not speak English at an intentionally controlled speed rate,which though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。