Abstract

Research on language acquisition has long examined the native/non-native English-speaking teacher (NEST/NNEST) debate, particularly in relation to how teachers are perceived. Despite this body of research, the point of view of the parents has been disregarded, as well as the analysis of crucial variables such as students attending extracurricular English classes. The purpose of this study is to examine the effect of different variables on students’, parents’, and teachers’ preferences towards NESTs and NNESTs through questionnaires and group discussions. Data was gathered from 507 students, parents, and teachers, who were asked to assess language teachers in four different categories. Results suggest that some variables (i.e., course, extracurricular English classes, type of teacher, gender, and country of origin) influence participants’ preferences for each type of teacher.

摘要

长期以来，关于语言习得的研究一直在研究以英语为母语/非母语的教师 (NEST/NNEST) 的争论，特别是与教师的看法有关的争论。尽管进行了这样的研究，但父母的观点以及对参加课外英语课程的学生等关键变量的分析都被忽视了。本研究的目的是通过问卷调查和小组讨论来检验不同变量对学生、家长和教师对 NEST 和 NNEST 的偏好的影响。数据收集自 507 名学生、家长和教师，他们被要求评估四个不同类别的语言教师。结果表明，一些变量（即课程、课外英语课程、教师类型、性别、