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Dissertations / Theses on the topic 'Non-native speakers of English'

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Published: 4 June 2021

Last updated: 27 April 2022

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1

Paetzold, Gustavo Henrique. "Lexical simplification for non-native English speakers." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/15332/.

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Lexical Simplification is the process of replacing complex words in texts to create simpler, more easily comprehensible alternatives. It has proven very useful as an assistive tool for users who may find complex texts challenging. Those who suffer from Aphasia and Dyslexia are among the most common beneficiaries of such technology. In this thesis we focus on Lexical Simplification for English using non-native English speakers as the target audience. Even though they number in hundreds of millions, there are very few contributions that aim to address the needs of these users. Current work is un

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2

Hewings, Martin John. "The English intonation on non-native speakers." Thesis, University of Birmingham, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511650.

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It is widely assumed, first, that errors of English intonation by learners represent a significant barrier to effective communication and, second, that these errors result from differences between the intonation systems of English and the learners' mother tongues. However, little work has been done to establish the extent of the errors, their characteristics, or their origin. This study compares intonation in a corpus of recordings from 12 adult native-speaker informants and 12 adult learners of English, four each from Korea, Greece and Indonesia. The main data analysed are 24 parallel reading

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3

Nymeyer, Kayla Marie. "Parameters that Affect the Comfort Levels of Native English Speakers Communicating with Non-Native English Speakers." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5770.

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This study explores how native English speakers (NESs) are affected by the backgrounds of non-native English speakers (NNESs) when it comes to being comfortable interacting with then in English. Speech samples of 12 NNESs were gathered from the Level Achievement Tests conducted at Brigham Young University's English Language Center. There were six speakers who spoke Spanish as their first language (L1) and six speakers who spoke Chinese as their L1. In each L1 group, there were two Low proficiency speakers, two Mid proficiency speakers, and two High proficiency speakers. The speech samples w

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4

Cheng, Winnie, and 鄭梁慧蓮. "Intercultural communication between native and non-native speakers of English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29711629.

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5

Cheng, Leung Wai-lin Winnie. "Intercultural communication between native and non-native speakers of English /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24873287.

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6

Borden, David S. (David Scott). "Non-Native Speakers of English and Denominal Regularization." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279230/.

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The purpose of this study was to determine whether nonnative speakers of English have access to specifically-linguistic constraints governing past tense morphology. Forty non-native speakers of English rated the naturalness of 29 exocentric, or headless, verbs in a partial replication of Kim, Pinker, Prince, and Prasada (1991) which looked at the same phenomenon in native speakers. Nonnative speaker performance was similar to the 40 subject native speaker control group. A correlation also existed between length of residence and subject ratings. The results imply that non-native speakers have a

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7

Im, Jiyon Michelle. "Native English speakers' perceptions of intelligibility in the extended discourse produced by non-native speakers." [Ames, Iowa : Iowa State University], 2007.

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8

Yeh, Ellen. "Parental Involvement in Non-Native English Speakers' Postsecondary Enrollment." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1400070424.

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9

Sacak, Begum Sacak. "Hypertext Reading Strategies of Advanced Non-Native English Speakers." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1534161093520165.

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10

Huang, Lan Fen. "Discourse markers in spoken English : a corpus study of native speakers and Chinese non-native speakers." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/2969/.

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This thesis explores the use of discourse markers (DMs) in the speech of Chinese non-native speakers (NNSs) of English and native speakers (NSs), using corpus methodologies, the 'Linear Unit Grammar' analysis (Sinclair and Mauranen 2006) and text-based analyses. It reports that the DMs for analysis, 'like', 'oh', 'well', 'you know', 'I mean', 'you see', 'I think' and 'now', occur more frequently in the dialogic genres than in the monologic genres extracted from the three corpora, SECCL, MICASE and ICE-GB. The co-occurrence of DMs is taken as evidence to determine the categories for discussion

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11

Suntornsawet, Jirada. "The intelligibility of Thai-accented English pronunciation to native and non-native speakers of English." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/22126/.

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World Englishes (Kachru, 1985) and English as an International Language (EIL) are grounded in the concept of multiplicity. Such proliferation of non-native varieties of English leads to several controversies including the intelligibility of its speakers. Although the concerns have been continuously addressed in EIL research, the focus was mainly toward major ESL accents. Thai English language educators know very little about the scenario of Thai English in relation to its use in international settings. This study explored the macro-sociolinguistic characteristics of Thai English of which the u

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Wynne, Hilary Suzanne Zinsmeyer. "The phonological encoding of complex morphosyntactic structures in native and non-native English speakers." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:39fd5b76-2099-4f42-a428-e4c2df39685d.

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Theories of phonological word formation (e.g. Selkirk 1980, 1986; Nespor & Vogel 1986; Lahiri & Plank 2010) assume that prosodic units are not isomorphic with syntactic units. However, the prosodic status of compounds remain uncertain, at least in so far as language planning and phonological encoding is concerned. Theories are not transparent about the prosodic status of compounds: although a noun-noun compound in English consists of two lexical words (and therefore two prosodic words), it can also act as a single prosodic item by exhibiting main stress on the first unit and carrying inflectio

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13

Stein, Marcela. "The academic writing experience of non-native speakers of English /." Full text available online, 2008. http://www.lib.rowan.edu/find/theses.

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14

Sollid, Helena. "Attitudes To Swearwords : Gender Differences among Native and Non-native Speakers of English." Thesis, Mid Sweden University, Department of Humanities, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-8526.

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15

Alameen, Ghinwa. "The use of linking by native and non-native speakers of American English." [Ames, Iowa : Iowa State University], 2007.

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16

Koyama, Tetsuharu. "Universals in perceived politeness: Comparison of native and non-native speakers of English." Thesis, The University of Arizona, 2001. http://hdl.handle.net/10150/278766.

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Notwithstanding its significance as a communicative apparatus for social interaction, the general mechanism of politeness has been less clear partly because a wide variety of realization patterns of politeness strategies exist across cultures and languages. Researchers who are sensitive to the cultural and linguistic diversities of communication styles have claimed that politeness varies in its conceptualization and practices across cultures and languages, whereas linguists in pragmatics have assumed that politeness is a part of a universally rational communication system that operates in the

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17

Morris-Adams, Muna. "Coherence and understanding in informal conversations between native and non-native speakers of English." Thesis, Aston University, 2008. http://publications.aston.ac.uk/15357/.

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This study investigates informal conversations between native English speakers and international students living and studying in the UK. 10 NNS participants recorded themselves during conversations with native speakers. The audio-recordings were transcribed and a fine-grained, qualitative analysis was employed to examine how the participants jointly achieved both coherence and understanding in the conversations, and more specifically how the NNSs contributed to this achievement. The key areas of investigation focused on features of topic management, such as topic initiations, changes and trans

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18

Guo, Xiaotian. "Verbs in the written English of Chinese learners : a corpus-based comparison between non-native speakers and native speakers." Thesis, University of Birmingham, 2006. http://etheses.bham.ac.uk//id/eprint/871/.

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This thesis consists of ten chapters and its research methodology is a combination of quantitative and qualitative. Chapter One introduces the theme of the thesis, a demonstration of a corpus-based comparative approach in detecting the needs of the learners by looking for the similarities and disparities between the learner English (the COLEC corpus) and the NS English (the LOCNESS corpus). Chapter Two reviews the literature in relevant learner language studies and indicates the tasks of the research. The data and technology are introduced in Chapter Three. Chapter Four shows how two verb lemm

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McGuire, Michael Larson-Hall Jenifer. "Formulaic sequences in English conversation improving spoken fluency in non-native speakers /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11024.

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20

Carrol, G. "Found in translation : a psycholinguistic investigation of idiom processing in native and non-native speakers." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/30651/.

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Idioms, as highly familiar word combinations, are processed quickly by native speakers, but are problematic for non-native speakers even at high levels of proficiency. In this thesis I explore the representation of idioms in the monolingual and bilingual lexicons. In a series of studies I investigate how native and non-native speakers of English process English idioms and idioms translated from another language. In Study 1 I used a lexical decision task to test how much an expected word is primed following the first part of an idiom, e.g. on the edge of your… seat. English native speakers and

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21

Bergqvist, Thérèse. "Compliment responses among native and non-native English speakers : Evidence of pragmatic transfer from Swedish into English." Thesis, Stockholm University, Department of English, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-36990.

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<p>The study of appropriateness in language use is part of pragmatics, and how speakers give and respond to complements is a source of data in such studies. Compliments are strategies to explicitly or implicitly ascribe qualities that are mutually appreciated by the speaker and the addressee of a compliment. When individuals from different cultures interact in conversations, including the giving and receiving of compliments, and their behaviour is based on different conventions, it may lead to misunderstandings. Earlier studies (Cedar, 2006 & Sharifian, 2005, 2008) suggest that pragmatic trans

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22

Fourali, Chahid El-Hak. "A cognitive analysis of discourse processing in native and non-native speakers of English." Thesis, University College London (University of London), 1987. http://discovery.ucl.ac.uk/10019654/.

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This study establishes a quantitative and qualitative difference in the pattern of text processing of native and non native speakers of English. The psychological nature of this difference is explored in five studies. They reveal the following influences. 1 - Non-native speakers are disadvantaged when text processing relies on mental operations which are based on schema representations of the language e.g. assumption, evaluation and interpretation. They are not disadvantaged when processing is based on mental operations more related r to ability like deducing and inferring. A test of these fiv

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Hantrakul, Chanpen Steffensen Margaret S. "English tense and aspect usage in controlled written discourse by non-native speakers." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101113.

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Thesis (D.A.)--Illinois State University, 1990.<br>Title from title page screen, viewed November 4, 2005. Dissertation Committee: Margaret S. Steffensen (chair), Irene T. Brosnahan, Ronald J. Fortune, Ronald S. Halinski, Bruce W. Hawkins. Includes bibliographical references (leaves 144-150) and abstract. Also available in print.

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Arden-Close, Christopher. "The language of chemistry lectures to non-native speakers of English." Thesis, University of Southampton, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.256367.

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25

Kennedy, Elizabeth Anne. "The oral interaction of native speakers and non-native speakers in a multicultural preschool : a comparison between freeplay and contrived NS/NNS dyads." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28082.

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While researchers generally recommend a 1:1 ratio of native speakers (NSs) to non-native speakers (NNSs) be maintained in multicultural preschool classrooms, these- ideal proportions are often unrealistic in regions where populations reflect high concentrations of ethnic groups. In these areas, where enrolments usually consist of a majority of NNSs, pedagogical modifications may be necessary to ensure second language learners are exposed to sufficient amounts of 'meaningful target language input' which is considered essential for second language acquisition (Krashen, 1979). This study investi

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26

Fahad, Ahmed K. "Understanding How Power and Identity Work in Interactions between Native and Non-Native English Speakers." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1490698649076512.

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27

McGuire, Michael. "Formulaic sequences in English conversation: Improving spoken fluency in non-native speakers." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11024/.

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Native speakers often ignore the limitless potential of language and stick to institutionalized formulaic sequences. These sequences are stored and processed as wholes, rather than as the individual words and grammatical rules which make them up. Due to research on formulaic sequence in spoken language, English as a Second Language / Foreign Language pedagogy has begun to follow suit. There has been a call for a shift from the traditional focus on isolated grammar and vocabulary to formulaic sequences and context. I tested this hypothesis with 19 L2 English learners who received 5 weeks of ta

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28

Sanders, Lisa Diane. "Speech segmentation by native and non-native speakers : behavioral and event-related potential evidence /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3018392.

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Thesis (Ph. D.)--University of Oregon, 2001.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 215-239). Also available for download via the World Wide Web; free to University of Oregon users.

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29

Plejert, Charlotta. "To fix what’s not broken : repair strategies in non-native and native english conversation." Doctoral thesis, Linköpings universitet, Institutionen för språk och kultur, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-20811.

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The thesis investigates conversations involving native speakers and non-nativespeakers of English. The non-native speakers partaking in the study have a welldeveloped knowledge of the foreign language. The study is particularly concernedwith the function and interactional relevance of repair strategies that interlocutorsemploy when they talk to each other. The results of the analyses highlight issuessuch as participants’ self-representations as competent speakers, the notion “nonnativeness”,and language learning, relating to current developments within conversationanalytic research on second/f

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Stevenson, Bill. "Peer Correction by Non-native Speakers of English in Oral Group Work." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4918.

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This research is observational and descriptive. Its primary purpose is to provide data on the extent to which, and how, Non-Native Speakers (NNSs) of English engage in error correction of their peers when participating in classroom oral group work. In addition, it shows to what extent these learners self-correct their own errors in the same situation. The over-arching focus of the study is to examine the role of second language learners to determine whether they possess the potential to play a more active and productive part in their own language learning. Nine beginning level adult university

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Cribb, V. Michael. "Coherence in the extended spoken discourse of non-native speakers of English." Thesis, University of Reading, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493811.

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In day-to-day interactional discourse, disturbances in coherence can usually be resolved relatively quickly through collaboration and negotiation between interlocutors. When speakers are required to produce extended discourse in the form of an extended turn (i.e. short monologue), however, there is an additional requirement to package their utterances that the interlocutor can integrate them into the on-going discourse and construct a meaningful, coherent representation of the text. For non-native speakers, this additional burden means that any miscues in the construction of the utterances or

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Juknevičienė, Rita. "Lexical Bundles in Non-Native Speaker and Native Speaker Written English." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110307_144834-16208.

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The study presents a contrastive analysis of learner language which is represented by written English of the Lithuanian EFL learners and native speakers of English. The material for the study comes from three corpora of learner language: two Lithuanian corpora consist of student essays written by first-year students and third-/fourth-year students of English Philology while the native speaker corpus is a selection of argumentative essays from the LOCNESS corpus. The study involves structural and functional analyses of lexical bundles retrieved from the three corpora. The findings of the study

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Ben, Said Selim. "Attitudes towards accented speech : a comparative study of native and non-native speakers of American English /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1203549911&sid=13&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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34

Hultfors, Pär. "Reactions to non-native English : native English-speakers' assessments of errors in the use of English made by non-native users of the language. Part 1, Acceptability and intelligibility." Doctoral thesis, Stockholms universitet, Engelska institutionen, 1986. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-87618.

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35

Hammonds, Phillip Edward. "Directive speech acts in conflict situations among advanced non-native speakers of English." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/252893.

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This study investigates tasks in which international graduate students who are non-native speakers of English must use a second or foreign language (L2) in simulated conflict and stressful situations with native speakers. In particular, the study examines conflicts where the non-native speaker (NNS) must issue a directive to a native speaker (NS) in order to achieve an important outcome or avoid unwanted or even dangerous consequences. Unlike previous studies which place equal or no emphasis on the consequences of the directive under investigation, this study focuses on the perlocutionary effe

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36

Sheppard, Samantha. "NATIVE SPEAKERS' REALIZATIONS OF WORD-INITIAL FRICATIVE + CONSONANT CLUSTERS IN ENGLISH NON-WORDS." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1448.

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This study examines the role of voiceless and voiced fricatives as the first consonant in word-initial true consonant clusters and adjunct clusters. Specifically, this study sought evidence to determine whether the lack of voiced fricatives, such as /z/ and /v/, in English word-initial true and adjunct clusters is due to an active ban or an accidental gap in the language's phonotactics. This study also looked into whether the voiceless alveolar fricative /s/ is the only fricative that can play the role of adjunct segment in word-initial adjunct clusters, or whether other fricatives, such as th

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37

Jansson, Hanna. "Native Swedish Speakers’ Problems with English Prepositions." Thesis, Örebro University, Department of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-958.

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<p>This essay investigates native Swedish speakers’ problems in the area of prepositions. A total of 19 compositions, including 678 prepositions, written by native Swedish senior high school students were analysed. All the prepositions in the material were judged as either basic, systematic or idiomatic. Then all the errors of substitution, addition and omission were counted and corrected. As hypothesised, least errors were found in the category of basic prepositions and most errors were found in the category of idiomatic prepositions. However, the small difference between the two categories o

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38

Liu, Yue. "Teacher comments and students' risk-taking : native and non-native speakers of American English in basic writing." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159150.

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This comparative case study examines how writing teachers comment on basic writing students' papers, how students respond to these comments, and how students take risks in their revising process. Four U.S., four ESOL basic writing students, and four basic writing teachers participated in the study. Three writing samples of the students' choices including drafts, revisions, and final papers were collected, coded, and analyzed to see the amount of risk-taking. Students were asked to complete the Daly and Miller's Writing Apprehension Test along with a Demographic Information Check Sheet. Each st

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Shirvani, Shahenayati Zahra. "A Comparison of Native and Non-Native English-Speaking Teaching Assistants." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330776/.

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The purposes of this study were to determine whether differences existed between the communication styles and teaching effectiveness, respectively, of native and non-native teaching fellows, as perceived by their undergraduate students. In addition, the study sought to determine whether a positive correlation existed between the final grades and the communication styles and teaching effectiveness, respectively, of native and non-native teaching fellows as perceived by their undergraduate students. In order to carry out the purposes of this study, six hypotheses were tested concerning the perce

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40

Miner, Sarah Lynne. "Reading Idioms: A Comparative Eye-Tracking Study of Native English Speakers and Native Korean Speakers." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7334.

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This quantitative study used eye-tracking technology to compare the attentional focus of 32 native English speakers and 26 native Korean speakers at the university level as they read idiomatic and literal phrases within well-formed sentences. Results revealed that native Korean speakers read both literal and idiomatic sentences slower than native English speakers. Additionally, native Korean speakers read idiomatic sentences slower than literal sentences, whereas native English speakers did not show a significant difference. Variables relating to language socialization, language development an

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Fujita, Kyoko. "Roles of native and non-native teachers in English education in Japan : teachers' and students' perceptions." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98923.

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This study explores issues related to native and non-native English speaking teachers in the context of Japanese English education, specifically in public junior high school settings in relatively rural areas of Japan. The study mainly asks Japanese teachers of English, assistant language teachers employed in the Japan Exchange and Teaching Programme, and students about their perceptions of the roles of native and non-native teachers in their English classrooms. These stakeholders seem to have preconceived assumptions about the roles of native and non-native teachers. These include native teac

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Chien, Shou-Chun. "Attitudes towards varieties of English by non-native and native speakers : a comparative view from Taiwan and the UK." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/8932/.

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Attitudes towards varieties of English have long been at the forefront of sociolinguistic research. Whilst most of these studies have concentrated on native varieties of English, in recent years, research has turned to non-native varieties that arose as English became the lingua franca across the globe. Research has demonstrated that whilst native varieties are generally viewed as being of a higher status, non-native varieties are sometimes considered more positively in terms of social attractiveness, or ‘solidarity’. However, in recent years, non-native speakers have begun to outnumber native

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43

Akbas, Erdem. "Commitment-detachment and authorial presence in postgraduate academic writing : a comparative study of Turkish native speakers, Turkish speakers of English and English native speakers." Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/7083/.

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This thesis reports an exploratory and contrastive corpus study examining two phenomena in postgraduate academic writing: expressing commitment/detachment and signalling authorial presence in dissertations. More specifically, the overall purpose of the study is to investigate how postgraduate academic writers from particular contexts build their academic stance and voice by employing a range of linguistic items that could be identified as hedges, boosters and authorial references. The corpus consists of a total of 90 discussions sections of master’s dissertations, 30 from Turkish L1 writers, 3

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Baskova, Irina Mikhailovna. "Preparing Non-Native English Speakers for the Mathematical Vocabulary in the GRE and GMAT." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6684.

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The purpose of this study was to develop vocabulary materials to aid non-native English speakers, specifically Russian speaking test-takers, in their preparation for the mathematical sections of the General Record Examination (GRE) and the Graduate Management Admission Test (GMAT) in terms of English mathematical vocabulary. GRE and GMAT preparation materials and practice tests published by the Educational Testing Service, Kaplan, and Barron's were analyzed with the help of computer software. This data was then used to determine which key words to include in the vocabulary tool, which is now a

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Beinhoff, Bettina. "Establishing identity through accent : attitudes of non-native speakers towards foreign accents of English." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608821.

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46

Deng, Xinyu. "An English text generation system for intermediate non-native speakers based on corpus analysis." 京都大学 (Kyoto University), 2008. http://hdl.handle.net/2433/136004.

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Cummings, Victor. "Speech and writing : an analysis of expository texts composed by native and non-native speakers of English at the City University of New York /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10938783.

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48

Isaacs, Talia. "Towards defining a valid assessment criterion of pronunciation proficiency in non-native English speaking graduate students." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98938.

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This exploratory, mixed-design study investigates whether intelligibility is "enough," that is, a suitable goal and an adequate assessment criterion, for evaluating proficiency in the pronunciation of non-native English speaking graduate students in the academic domain. The study also seeks to identify those pronunciation features which are most crucial for intelligible speech.<br>Speech samples of 19 non-native English speaking graduate students in the Faculty of Education at McGill University were elicited using the Test of Spoken English (TSE), a standardized test of spoken proficiency whic

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Luyen, Pham Phuong, and n/a. "An investigation of the difficulties experienced by non-native speakers of English in academic listening." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060818.163103.

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For many students, listening to academic lectures is one of the hardest listening skills (Lebauer, 1988). There are various possible reasons for this: the jargon and specialised words of the field that are used; also the language that is used is often at a more formal level; the lecture situation which is unidirectional with the listener having little role to play, and no control of the oral message; the expectations that the listener is assumed to have in listening to lectures which depends on many factors such as attitude, motivation, linguistic knowledge and world experience. Trying to find

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Torres, Julie West. "Speaking up! Adult ESL students' perceptions of native and non-native English speaking teachers." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4681/.

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Abstract:

Research to date on the native versus non-native English speaker teacher (NEST versus non-NEST) debate has primarily focused on teacher self-perception and performance. A neglected, but essential, viewpoint on this issue comes from English as a second language (ESL) students themselves. This study investigated preferences of adults, specifically immigrant and refugee learners, for NESTs or non-NESTs. A 34-item, 5-point Likert attitudinal survey was given to 102 students (52 immigrants, 50 refugees) enrolled in ESL programs in a large metropolitan area in Texas . After responding to the su

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