NS/NNS models in teaching speaking

Name: NS/NNS models in teaching speaking
Author: Mede, E., Coşgun, Gülçin, Atay, D.

İsim	NS/NNS models in teaching speaking
Yazar	Mede, E., Coşgun, Gülçin, Atay, D.
Basım Tarihi:	2019-01-15
Basım Yeri	- John Wiley and Sons
Konu	Second language acquisition, ELT, Teaching speaking
Tür	Kitap
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Kayıt Numarası	837bd523-11bb-435d-8d1c-2e0b170d62ec
Lokasyon	Undergraduate English Program
Tarih	2019-01-15
Notlar	Due to copyright restrictions, the access to the full text of this article is only available via subscription.
Örnek Metin	Having distinctive individual qualities based on their background, pedagogy, and linguistic abilities, both native English‐speaking teachers (NESTs) and non‐native English‐speaking teachers (NNESTs) play crucial roles in supporting EFL learning. This entry gives an overview of the body of knowledge about what the research states about NEST/NNEST models in teaching speaking, states what challenges both groups experience while developing learners' oral competence and, finally, suggests some pedagogical implications in relation to turning these differences into opportunities to improve students' speaking as well as teachers' teaching techniques in EFL classrooms.

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NS/NNS models in teaching speaking

Yazar Mede, E., Coşgun, Gülçin, Atay, D.

Basım Tarihi 2019-01-15

Basım Yeri - John Wiley and Sons

Konu Second language acquisition, ELT, Teaching speaking

Tür Kitap

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Kayıt Numarası 837bd523-11bb-435d-8d1c-2e0b170d62ec

Lokasyon Undergraduate English Program

Tarih 2019-01-15

Notlar Due to copyright restrictions, the access to the full text of this article is only available via subscription.

Örnek Metin Having distinctive individual qualities based on their background, pedagogy, and linguistic abilities, both native English‐speaking teachers (NESTs) and non‐native English‐speaking teachers (NNESTs) play crucial roles in supporting EFL learning. This entry gives an overview of the body of knowledge about what the research states about NEST/NNEST models in teaching speaking, states what challenges both groups experience while developing learners' oral competence and, finally, suggests some pedagogical implications in relation to turning these differences into opportunities to improve students' speaking as well as teachers' teaching techniques in EFL classrooms.