Transcription of NATIVE AND NONNATIVE ENGLISH-SPEAKING AND …
1 NATIVE AND NONNATIVE english -SPEAKINGENGLISH AS A SECOND LANGUAGE TEACHERS:STUDENT ATTITUDES, TEACHER SELF-PERCEPTIONS,AND INTENSIVE english ADMINISTRATOR BELIEFS AND PRACTICESA ThesisSubmitted to the FacultyofPurdue UniversitybyLucie M. MoussuIn Partial Fulfillment of theRequirements for the DegreeofDoctor of PhilosophyAugust 2006 Purdue UniversityWest Lafayette, IndianaiiACKNOWLEDGEMENTSI would like to thank with all my heart all the people who have helped me makethis research project a success: Margie Berns, my dear advisor and dissertation Chair,who has guided me and encouraged me with great energy and endless faith in myabilities.
2 The members of my dissertation committee, Irwin Weiser, Tony Silva, andShirley Rose, whose useful suggestions and encouragements were much appreciated;George Braine, Lia Kamhi-Stein, Paul and Aya Matsuda, and Ahmar Mahboob, whoinspired this dissertation and whose invaluable feedback kept me going in the rightdirection; the many Intensive english Program administrators (and their secretaries!) whograciously participated in this project and gave me their time, paid for photocopies,helped with the IRB forms, encouraged their teachers and students to participate, andbelieved in the importance of this project; the hundreds of ESL teachers and students whocontributed to this project one way or another and gave me priceless responses; VeronicaRicol, whose sense of organization, patience, and endless humor allowed us to enter,analyze, and file thousands of questionnaires.
3 The many colleagues, teachers, and friendswho helped with pilot studies, translations, and back translations for countless hours;Reeshad Dalal and Duane Wegener from Purdue s Psychology Department, whom I cannever thank enough for their amazing support; Purdue s Statistical consultants, whoseguidance allowed me to calculate numerous volumes of statistical results; theInternational Foundation for english Language Education (TIRF), which funded thisproject entirely with a generous Doctoral Dissertation Grant; my family, who neverdoubted I would really finish school one day; every person at Purdue and elsewhere whoshared suggestions, reassurance, or a word (or more) of encouragement; and finally,someone special, who has guided me wisely and has been with me through all the upsand downs of my life with his humor and love.
4 To all of you, thank you! I could not havemade it this far without OF CONTENTSPageGLOSSARY ivABSTRACT viiiCHAPTER ONE: INTRODUCTION 1 Statement of the Problem 2 Personal Perspective 5 Theoretical Assumptions and Discussions 7 Goals of the Research Project and Research Questions 10 Significance of the Project
5 12 Summary 13 CHAPTER TWO: REVIEW OF LITERATURE 14 International Teaching Assistants 14 Teacher Education 18 ESL and EFL Teachers Perspectives 21 Advantages and Disadvantages of NESTs and NNESTs 21 Teachers Self-perceptions
6 26 What is a Qualified Teacher? 30 IEP Administrators Perspectives 31 Background Information about IEPs 31 Beliefs and Hiring Practices 33 ESL and EFL Students Perspectives 35 Definition of Attitude
7 36 Research Studies with Students 38 Conclusion 41 CHAPTER 3: METHODOLOGY 42 Research Design 42 Instruments 44 Rationale for Using Questionnaires 44 Constructs 47ivPageDescription of
8 The Questionnaires 52 First Pilot 53 Analysis and Revisions 54 Second Pilot 54 Revisions 56 Data Collection Procedures 57 Analysis of the Data 58 Participants 59 Intensive english Programs 59 Administrator, Teacher.
9 And Student Demographics 60 Student Demographics by School 66 Conclusion 72 CHAPTER FOUR: STUDENTS INITIAL ATTITUDES 73 Teacher Appreciation 73 Physical Appearance 77 Grammar 80 Pronunciation 81 Final
10 Statements 83 Conclusion 86 CHAPTER FIVE: INFLUENCE OF VARIABLES 88 Students First Language 88 Gender 94 Class Subject 97 Level
