By Martin Hewings
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The grammar is especially useful.
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Questionnaires may not be taken seriously by respondents and their responses may be limited by the prompts on the questionnaire. In a study that involved a large number of subjects, half the English teachers in Greece surveyed by Sifakis & Sougari (2005) were satisﬁed with their accents because they sounded like NS. Moussu (2006) also found that their foreign accents bothered the NNS teachers she surveyed, although identity was not an issue here. A characteristic of the studies described in this chapter is that most of them have been conducted by NNS.
134) who were from Korea, Japan, Turkey, Surinam, China, Togo, Burkina Faso, and Russia. ” Nearly 90% of the subjects perceived a difference between NS and NNS teachers of English. They identiﬁed the former group as being informal, ﬂuent, accurate, using different techniques, methods, and approaches, being ﬂexible, using conversational English, knowing subtleties of the language, using authentic English, providing positive feedback to students, and having communication (not exam preparation) as the goals of their teaching.
The researchers classiﬁed the students into two groups, one consisting of English majors and the other of Basque, Spanish, and German majors, under “Other Philologies”, for the study. The students were also classiﬁed into subgroups depending on their previous experience with NS English teachers. The students completed a Likert scale questionnaire which sought their preferences for NS and NNS teachers at primary, secondary, and university level, speciﬁcally in relation to language skills, grammar, vocabulary, pronunciation, learning strategies, culture and civilization, attitudes, and assessment.