The Accented EFL Teacher: Classroom Implications (El acento del profesor de inglés como lengua extranjera: implicaciones pedagógicas)
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| Title: | The Accented EFL Teacher: Classroom Implications (El acento del profesor de inglés como lengua extranjera: implicaciones pedagógicas) |
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| Language: | English |
| Authors: | Arboleda Arboleda, Argemiro, Castro Garcés, Ángela Yicely |
| Source: | PROFILE: Issues in Teachers' Professional Development. Oct 2012 14(2):45-62. |
| Availability: | Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: http://www.revistas.unal.edu.co/index.php/profile |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | English (Second Language), Second Language Learning, Pronunciation, Language Teachers, Second Language Instruction, Teaching Methods, Learning Processes, Questionnaires, Student Attitudes, Teacher Attitudes, Teacher Background, Teacher Qualifications, Foreign Students, Bilingualism, College Faculty, College Students, Foreign Countries |
| Geographic Terms: | Colombia |
| ISSN: | 1657-0790 |
| Abstract: | This article reports the findings of a research study on how significant having a foreign accent is for non-native English as a foreign language teachers and learners at university level. It points out the perceptions that teachers and students have about the most relevant issues in the teaching and learning processes. Data were collected by means of a questionnaire answered by thirty-two participants: eight Colombian teachers, eight foreign teachers, eight Colombian students, and eight foreign students. The findings show that although both teachers and students recognize the importance of having a native or native-like accent, they do not see this as the most relevant qualification to teach a language, nor the sole criterion positively affecting learning. |
| Abstractor: | As Provided |
| Number of References: | 13 |
| Entry Date: | 2015 |
| Accession Number: | EJ1051535 |
| Database: | ERIC |
| Abstract: | This article reports the findings of a research study on how significant having a foreign accent is for non-native English as a foreign language teachers and learners at university level. It points out the perceptions that teachers and students have about the most relevant issues in the teaching and learning processes. Data were collected by means of a questionnaire answered by thirty-two participants: eight Colombian teachers, eight foreign teachers, eight Colombian students, and eight foreign students. The findings show that although both teachers and students recognize the importance of having a native or native-like accent, they do not see this as the most relevant qualification to teach a language, nor the sole criterion positively affecting learning. |
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| ISSN: | 1657-0790 |
