|
| The Journal of Asia TEFL |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Search |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Today |
|
1,744 |
| Total |
|
5,763,167 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
  Past Issues |
|
|
|
Go List
 |
|
|
| Volume 5 Number 2, Summer 2008, Pages 1-170 |
|
|
|
| |
A Case Study on Lecture Styles by Native- and Nonnative-English Speaking Instructors in University English Reading Classes
|
|
| |
Eun-Ju Kim
|
|
The present study aims to examine lectures by native- and nonnative-English speaking instructors in university English reading classes in Korea. Specifically, it attempts to look into these classes for the purpose of gaining deeper understanding of the nature and contents of university English teaching. For this investigation, two native- and two nonnative-English speaking instructors allowed the researcher to examine closely their classrooms. The lectures were observed and analyzed at macro- and micro-levels by employing and further adapting the framework of English teaching analyses developed by Young (1994) and Rost (2002). The transcribed data of the lectures revealed that there were some similarities and differences among the instructors in organizing and implementing the lectures. In particular, each of the instructors managed differently the main phase of the lecture using various techniques, reflecting their own beliefs about teaching. Next, it was observed that in general, they employed restrictive simplification slightly more than elaborative simplification, needing further investigation into the issue of providing enriched input to EFL adult students. Pedagogical implications are discussed for effective integration of EGP and ESP at tertiary level.
Keywords: NS-NNS instructors, classroom observation, EFL |
|
|
|
|
|
The Journal of Asia TEFL
