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英国essay代写-The native English-speaking teachers

2017-08-11 | 来源:51due教员组 | 类别:Essay代写范文

本篇英国essay代写-The native English-speaking teachers讲了在本段中,作者讨论了英语母语教师(NEST)和非英语母语教师(非NEST)的优缺点,遵循三维框架:本机/非本机,非本地/非本地语言教学本地/本土。本篇essay代写由51due代写平台整理,供大家参考阅读。


In this paragraph the author discussed the advantages and disadvantages of the native English-speaking teachers (NESTs) and non-native English-speaking teachers (non-NESTs) following 3 dimensional framework: native/non-native, nonnative/non-native and native/native. From the first dimension the non-NESTs turns out to be pessimistic or aggressive, and such insecure fears definitely contribute to some flaws in every aspect of teaching English. But considering this two kinds of teachers’ different aims as the NESTs tend to see learning as a matter of making their students consciously aware, and non-NESTs are concerned not with language, but with the ability to mean, the non-NESTs can be somehow described as more successful in that they solve their problem with language proficiency. And there are also six more points given to prove the non-NESTs are better. To summarize, the non-NESTs are more imitable, effective, informative, anticipatory, and empathetic and share the learner's mother tongue. Those advantages tend to balance the language competence deficiencies. In this way are people quite unable to deny the non-NESTs’ devotion onto the English teaching. From the second dimension, non-NESTs are compared among themselves. The author presents the method for non-NESTs to live in the target language country for a period of time to solve the problems of lack of time and fossilization in order to improve their command of English as much as possible. Though they may encounter the circumstances of becoming aware of their deficiencies, but considering merits of improving the language, the tip still remains advisable. And from the last dimension, the NESTs are advised to learn the local language under the monolingual setting. Thus can they improve their knowledge of grammar in their own languages. After all those three comparisons, the author draws a conclusion that the non-NESTs are no worse than the NESTs, it all depends on the particular teaching situation. The prejudice should be avoided and that it is probably better to have a good balance of them in any institution.

I personally take the non-NESTs and the NESTs totally two different types of teachers as they teach different courses—the former ones give serious curriculums such as grammar and writing, they speaks the same language as I do so that they can understand the linguistic logic the same way I do. And what’s more, they were once students the same as me, so it is not only imitable, but also secure to follow their steps. When I make mistakes, they would correct it and explain it in the way I understand. But NESTs are different; they do not give lectures systematically, what they usually do is to introduce some foreign cultures or distinct. They train us in oral language but when it comes to some grammatical problems, they usually do not pay much attention as the non-NESTs do. So that I agree with the author in that it all depends on the particular teaching situation, No one is by definition better than the other.


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