在全球化快速的腳步之下，英語教育逐漸受到非英語系國家的重視。各國政府紛紛將英語納入國小必修課程之中。為了提升孩童英語能力，各國更是積極引進外籍教師。因此，外籍教師的教學開始受到關注(Arva & Medgyes, 2000; Barratt & Kontra, 2000)。然而，許多國內研究皆顯示引進外籍教師的成效無法完全彰顯。其原因除了外師缺乏教學經驗與技巧之外，外師的流動率也是主因之一(林怡瑾,2002;周美瑜,2005;溫智雄,2006;陳錦芬,2007)。本研究以個案研究方式探討一位美籍英語教師，Bert，在台超過十四年的英語教學經驗以及其教學現況。本研究採取質性研究法，透過訪談、教室觀察與文件分析收集資料，並討論三個議題：(1)Bert的教學經驗及其影響，(2)Bert的教室教學、教學成效以及教學問題，(3)Bert在台所遇到之困難。本研究結果顯示Bert豐富的教學經驗、認真的教學態度、以及積極的面對困難的個性使得他能成功在台灣長期從事英語教學。最後，依據本研究結果，針於在台外籍英語教師以及政策制定者，進一步提供相關建議，以作為未來外籍教師在英語教學專業成長上，以及政府外籍教師引進政策制定及修訂之參考。 / With the rapid pace of globalization, many Asian governments have introduced English education to elementary school curriculum with the recognition of the importance of English. Meanwhile, many native English-speaking teachers (NESTs) have also been recruited to teach local students to enhance their English competence. However, many studies indicate that the effect of recruiting NESTs has been reduced because of NESTs’ insufficient professional knowledge and their high turnover rate (Lin, 2002; Chou, 2005; Wen, 2006; Chen, 2007). Thus, the purpose of this research is to investigate the teaching of one American English teacher, Bert, who has taught English in Taiwan for over fourteen years. A qualitative research method was adopted in this case study. Data were collected through interviews, classroom observation and document analysis to discuss three issues concerning Bert’s teaching experience: (a) his past teaching experience, (b) his current classroom practices, teaching effectiveness, teaching problems and (c) the difficulties he encountered in Taiwan. The study concluded that although Bert began his teaching with insufficient EFL teaching knowledge and skills, his rich experience, serious teaching attitude and his positive personality toward the difficulties he encountered in Taiwan have enabled him to successfully teach English in Taiwan. Finally, pedagogical implications and suggestions derived from the discussions were offered to the NESTs in Taiwan for professional growth and to the government for policy-making.

This thesis focused on students’ cognitive and affective responses to Arabic (L1) and English (L2) used by English as a Foreign Language (EFL) teachers who come from different L1 backgrounds in English (L2) classrooms in an English institute at a university in Saudi Arabia. Consideration of students’ responses to teachers’ use of English was crucial in this study as it helped to shed light on students’ cognitive and affective responses to the Arabic used by teachers. In addition, students’ preferences for EFL teachers in respect of their L1 background (native Arabic speaker teacher, native English speaker teacher and non-native English/Arabic speaker teacher) were examined. In order to be able to investigate the students’ responses and preferences, it was nessesary, firstly, to develop a deeper understanding of what they were responding to, namely the extent to which, and the conditions under which, teachers employ Arabic in the L2 classrooms. In addition, the extent to which teachers’ use of Arabic varies according to their students’ level of proficiency was also explored. Teachers' views on their own use of Arabic were also identified in order to establish the extent to which their views coincided with that of their students. This study adopted a qualitative approach and data were gathered through classroom observations, semi- structured interviews (in form of stimulated recall interviews), and open-ended questionnaires. Classroom observations were used to identify the extent, as well as the functions, of teachers’ L1 use and to examine whether the degree of teachers’ Arabic use varied according to their students’ level of proficiency. In addition, stimulated recall interviews were employed to explore students’ cognitive and affective responses to their teachers’ L1 and L2 use and students’ preferences for their teachers’ L1 background. The open-ended questionnaires were used to understand whether teachers’ and students’ views on the use of L1 by teachers coincided. The findings suggest that the way that Arabic is used by teachers in the Saudi EFL classroom varies according to the teachers’ L1 background in terms of the consistency, frequency, and the functions of the Arabic used by those teachers. Regarding students’ preferences for their EFL teachers, more than one third of the students (37%), the largest group regarding this aspect, preferred to be taught by a competent English teacher irrespective of their nationality or background; this clearly indicates that some students put emphasis on the pedagogy and professional skills of teachers rather than on their native status. The findings also suggest that a number of common cognitive responses are employed by students, mainly comparing English and Arabic grammatical rules, memorising new words, and making connections between Arabic and English. Furthermore, the results indicate that for most students (21 out of 30) Arabic helped to keep the affective filter low, making them feel more comfortable, happy and less anxious, whereas Arabic made the other students uncomfortable and more anxious. Moreover, it was found that the most frequently used strategies when students responded to teachers’ English use were mental translation, use of dictionaries and requesting clarification, while the least frequently used strategies were finding alternative English synonyms or avoidance. Finally, the findings indicate that teachers’ views generally coincide with students’ views about teachers’ use of Arabic. The findings from this study may benefit language teachers and programme designers to help them develop training programmes for teachers that take into account learner preferences regarding the background of their EFL teachers, particularly in the field of teaching EFL in the Saudi context. More importantly, the study suggests that learners should be trained how to use L1 as a successful learning strategy and that teachers should raise students’ awareness, especially those students with low proficiency in English, that Arabic can be used as a cognitive strategy, for example, to compare the similarities and differences between L1 and L2.

This paper is a study in the linguistic field of Second Language Acquisition (SLA), with some overlap in the relation of language and gender. Focus is placed on adults' experiences and feelings towards using their learned language in different scenarios and whether there are any substantial differences related to the sex of the learner. The main questions discussed are, firstly, how confident Swedish adults are when communicating in English in different scenarios with different recipients. Secondly, what factors there are and how these factors influence adults' feelings towards communicating in English. The paper compares a sample of female and male adults of varying ages from 23-70, who live in Sweden. Using quantitative and qualitative questions in a questionnaire paired with an interview, this paper examines the feelings towards communication in English among adults and how these feelings have changed since they were in school. The study research how language anxiety and motivation relates to learning and using a foreign language. The research also examines if these factors have any connection to the participant’s sex. Learning how the affective factors or individual differences change over time can aid future teachers of English in motivating and helping students struggling with learning English. At some point during their period of studies, most adults in the study reported that they felt language anxiety or lack of confidence. However, the findings of this study that most adults eventually outgrow such anxiety and develop confidence as they become older and use English more.

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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 perception of native and non-native undergraduate students toward the communication style and teaching effectiveness of teaching fellows in North Texas State University.

This qualitative case study explored the nature of the relationships between Local (English) Teachers (LTs) and Foreign (English) Teachers (FTs) who worked at the same English institute of a foreign studies university in south-eastern China. Employing the community of practice framework, this research drew insights from a questionnaire, interviews, and observations. The findings revealed that the teachers seldom interacted and, furthermore, were influenced by broader social structures that were not considered in the framework. Accordingly, the theory was extended to include other perspectives, such as native and non-native English speaking teacher issues and the Chinese concept of face, in order to determine the underlying reasons that inhibited their interaction. Notwithstanding these challenges, three cases of FT-LT collaboration were discovered, and the factors that enhanced their collaboration were analysed. The LT and FT participants provided suggestions to each other and the administrators on how collaboration could be improved in their institute.

This qualitative case study explored the nature of the relationships between Local (English) Teachers (LTs) and Foreign (English) Teachers (FTs) who worked at the same English institute of a foreign studies university in south-eastern China. Employing the community of practice framework, this research drew insights from a questionnaire, interviews, and observations. The findings revealed that the teachers seldom interacted and, furthermore, were influenced by broader social structures that were not considered in the framework. Accordingly, the theory was extended to include other perspectives, such as native and non-native English speaking teacher issues and the Chinese concept of face, in order to determine the underlying reasons that inhibited their interaction. Notwithstanding these challenges, three cases of FT-LT collaboration were discovered, and the factors that enhanced their collaboration were analysed. The LT and FT participants provided suggestions to each other and the administrators on how collaboration could be improved in their institute.

Background: Students of diverse ethnic backgrounds, including nonnative English speakers, also known as those who speak English as an additional language (EAL) are increasingly enrolling in prelicensure nursing programs. Information regarding success of EAL nursing students is limited, with emphasis on traditional prelicensure programs. Purpose: The purpose of this study was to explore the lived experience of recent EAL graduates of an accelerated second-degree baccalaureate nursing program by offering a firsthand account of being an EAL student in this type of nursing program. Theoretical Framework: Leininger's Theory of Cultural Care Diversity and Universality and Vygotsky's Theory of Socio-Historical Learning served as the theoretical framework. Methods: The research tradition of hermeneutic phenomenology utilizing the van Manen approach was applied to this study. Results: The study revealed five major themes: bridging cultures, needing more time, myriad of emotions, network of support, and finding my way. Several subthemes emerged to support major themes illustrating the complexity of being an EAL student in a fast-paced and challenging program. Conclusions: Exploring experiences of EAL graduates while enrolled in an accelerated second-degree baccalaureate nursing program offers insight into the challenges faced by EAL students and potentially influences nursing education, practice, and policy to improve the numbers of diverse nurses.

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