มิติความแตกต่างและประสิทธิภาพในการสอนภาษาอังกฤษของผู้สอนที่เป็นเจ้าของภาษาและไม่เป็นเจ้าของภาษาในมหาวิทยาลัยไทย
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ส.ค. 30, 2019
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อาจารย์ผู้สอนที่เป็นเจ้าของภาษาอังกฤษ อาจารย์ผู้สอนที่ไม่เป็นเจ้าของภาษาอังกฤษ การสอนภาษาอังกฤษ
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บทคัดย่อ
ในยุคโลกาภิวัตน์ที่ภาษาอังกฤษเป็นภาษาสากลและเป็นเครื่องมือในการสื่อสารระหว่างกลุ่มคนที่มีความหลากหลายทางด้านภาษาและวัฒนธรรม ส่งผลให้ผู้สอนภาษาอังกฤษที่ไม่เป็นเจ้าของภาษามีจำนวนมากกว่าผู้สอนภาษาอังกฤษที่เป็นเจ้าของภาษาอย่างหลีกเลี่ยงไม่ได้ และสภาพความเหลื่อมล้ำนี้มีแนวโน้มที่จะเพิ่มขึ้น ด้วยเหตุดังกล่าว งานวิจัยนี้มีจุดประสงค์เพื่อสำรวจทัศนคติของนักศึกษาและอาจารย์มหาวิทยาลัยไทยที่มีต่อความแตกต่างระหว่างผู้สอนภาษาอังกฤษที่เป็นเจ้าของภาษาและไม่เป็นเจ้าของภาษาโดยเก็บข้อมูลจากการสำรวจนักศึกษาจำนวน 200 คน และอาจารย์ผู้สอนภาษาอังกฤษชาวไทยจำนวน 20 คน จากมหาวิทยาลัย 4 มหาวิทยาลัยในประเทศไทย และเก็บข้อมูลเชิงคุณภาพโดยการสัมภาษณ์กึ่งโครงสร้างกับนักศึกษาจำนวน 20 คน และอาจารย์ผู้สอนจำนวน 10 คน การวิเคราะห์ข้อมูลเชิงเนื้อหาถูกนำมาใช้ในการวิเคราะห์ข้อมูลเชิงคุณภาพ ผลการวิจัยพบว่า ผู้สอนภาษาอังกฤษที่เป็นเจ้าของภาษาและไม่เป็นเจ้าของภาษามีความแตกต่างกัน 5 ประการคือ ความไวต่อวัฒนธรรม พื้นฐานทางภาษา เทคนิคการสอน คุณลักษณะของบุคคล และการจ้างงาน นอกจากนี้ ผลการวิจัยยังค้นพบอีกว่า การเป็นและไม่เป็นเจ้าของภาษาอังกฤษไม่ได้ส่งผลต่อประสิทธิภาพด้านการสอน ผู้สอนภาษาอังกฤษทั้งสองกลุ่มสามารถสอนภาษาอังกฤษได้อย่างมีประสิทธิภาพเท่าเทียมกัน อย่างไรก็ตาม สืบเนื่องจากความเชื่อเดิมของสังคมไทยและแรงกดดันจากภายนอกส่งผลให้การว่าจ้างอาจารย์ผู้สอนภาษาอังกฤษในประเทศไทยยังคงให้ความสำคัญกับอาจารย์ผู้สอนที่เป็นเจ้าของภาษาอังกฤษมากกว่าอาจารย์ผู้สอนที่ไม่เป็นเจ้าของภาษาอังกฤษ ผลการวิจัยนี้ สามารถนำไปใช้เป็นข้อมูลสนับสนุนให้สถาบันการศึกษาและองค์กรผู้ว่าจ้างไม่ควรเลือกปฏิบัติในการว่าจ้างอาจารย์ผู้สอนภาษาอังกฤษทั้งสองกลุ่มในประเทศไทย
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Waelateh, B., Boonsuk, Y., Ambele, E. A., & Wasoh, F.- ezah. (2019). มิติความแตกต่างและประสิทธิภาพในการสอนภาษาอังกฤษของผู้สอนที่เป็นเจ้าของภาษาและไม่เป็นเจ้าของภาษาในมหาวิทยาลัยไทย. มนุษยศาสตร์สาร มหาวิทยาลัยเชียงใหม่, 20(2), 225–257. สืบค้น จาก https://so03.tci-thaijo.org/index.php/JHUMANS/article/view/213176
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References
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Ajarn.com. (2018). Teaching jobs in Thailand. Retrieved from https://www.ajarn.com/recruitment/jobs
Baker, W. (2012). English as a lingua franca in Thailand: characterisations and implications. Englishes in Practice, 1, 18-27.
Bloomfield, L. (1933). Language. New York: H. Holt and company.
Bolton, K. (2003). Chinese Englishes: A Sociolinguistic History. Cambridge: Cambridge University Press.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language teaching, 38, 81-109.
Braine, G. (2010). Nonnative Speaker English Teachers: Research, Pedagogy, and Professional Growth. New York: Routledge.
Buripakdi, A. (2008). Thai English as Discourse of Exclusion and Resistance: Perspectives of Thai Professional Writers on the Notion of Thai English (Unpublished PhD Dissertation, Indiana University of Pensylvania).
Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford, U.K: Oxford University Press.
Canagarajah, A. S. (2005). Reclaiming the Local in Language Policy and Practice. Mahwah, NJ: Erlbaum.
Carless, R. (2006). Good practices in team teaching in Japan, South Korea and Hong Kong. System, 34, 341-51.
Cheung, Y. L., & Braine, G. (2007). The attitudes of university students towards non-native speakers English teachers in Hong Kong. RELC Journal, 28, 257-277.
Chomsky, N. (1965). Aspects of the Theory of Syntax. Cambridge, Mass.: MIT Press.
Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185-209.
Coppieters, R. (1987). Competence difference between native and near-native speakers. Language, 63, 544-573.
Crystal, D. (1985). A Dictionary of Linguistics and Phonetics. Oxford: Oxford University Press.
Crystal, D. (2003). The Cambridge Encyclopaedia of the English Language. Cambridge, UK: Cambridge University Press.
Davies, A. (2003). The Native Speaker: Myth and Reality. Clevedon: Multilingual Matters.
Edge, J. (1988). Natives, Speakers, and Models. JALT Journal, 9(2), 153-157.
ESL Employment. (2018). Retrieved from https://www.eslemployment.com.
Foley J. A. (2005). English in Thailand, RELC Journal, 36, 223-234.
Graddol, D. (2006). English next: Why global English may mean the end of ‘English as a Foreign Language’. British Council.
Hodal, K. (2012). Thai schools urged to boost speaking. Retrieved from https://www.theguardian.com/education/2012/feb/14/thailand-speak-english-campaign.
Holliday, A. (2008). Standards of English and politics of inclusion. Language Teaching, 41(1), 119-130.
Jenkins, J. (2007). English as a Lingua Franca: Attitude and Identity. Oxford: Oxford University Press.
Jindapitak, N. (2014). English pronunciation teacher preference: Thai university English learners' views. Proceedings of INTED2014 Conference, 4982-4991.
Jindapitak, N., & Teo, A. (2013). Accent priority in a Thai university context: A common sense revisited. English Language Teaching, 6(9), 193-204.
Kirkpatrick, A. (2010). English as a lingua franca in ASEAN. Hong Kong: Hong Kong University Press.
Lin, X. (2005). Quality characteristics of excellent Chinese college English teachers [Electronic version]. Sino-US English Teaching, 2(5), 25-27.
Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
Kachru, B. B. (Ed.). (1992). The other tongue: English across cultures (2nd ed.). Chicago: University of Illinois Press.
Kirkpatrick, A. (2006). Which model of English: Native-speaker, nativised, or lingua franca? In R. Rubdy & M. Saraceni (Eds.), English in the world: Global rules, global roles (pp. 71-83). London, England: Continuum.
Komin, S. (1991). Psychology of the Thai people: Values and behavioral patterns. Bangkok: National Institute of Development Administration.
Kramsch, C. (1995). The privilege of the non-native speaker. Paper presented at the Annual Convention of Teachers of English to Speakers of Other Languages, Long Beach, CA.
Kramsch, C. (1997). The privilege of the nonnative speaker. PMLA, 112(3), 359‐369.
Ma, L. P. E. (2009). Students perceptions of native teachers and local Enlgish teachers. In A. Mahboob & c. Lipovsky (Eds.), Studies in applied linguistics and language learning (pp. 325-348). Newcastle upon Tyne, England: Cambridge scholar.
Mahboob, A. (2003). Status of nonnative English-speaking teachers in the United States (Unpublished Ph.D. Dissertation, Indiana University)
Mahboob, A., Uhrig, K., Newman, K. L., & Hartford, B. S. (2004). Children of lesser English: Status of nonnative English speakers as college-level English as a Second Language teachers in the United States. In L. Kamhi-Stein (Ed.), Learning and teaching from experience: Perspectives on nonnative Englishspeaking professionals (pp. 100-120). Ann Arbor: The University of Michigan Press.
Mahimuang, S. (1996). A study on learning and teaching English problems in Rajabhat Elementary Demonstration Schools. Research report, Rajabhat Institute Suansunantha, Bangkok: Thailand.
Mattioli, G. (2004). On native language intrusions and making do with words: Linguistically homogeneous classrooms and native language use. English Teaching Forum, 42(4), 20-25.
McKay, S. L. (2000). Teaching English as an international language: Implications for Cultural materials in the classroom. TESOL Journal, 9(4), 7-11.
Medgyes, P. (1992). Native or non-native: who's worth more?. ELT Journal, 46(4), 340-349.
Medgyes, P. (1994). The non-native teacher. London: MacMillan.
Medgyes, P. (2001). When the teacher is a non-native speaker. Teaching pronunciation, 429-442.
Methitham, P. (2009). An Exploration of Culturally-based Assumptions Guiding ELT Practice in Thailand, a Non-colonized Nation (Unpublished Dissertation, Indiana University of Pennsylvania).
Mountford, A. (1986). Teaching and Learning English in Thailand: Some problems and Remedies. PASAA, 16(2), 1-9.
Moussu, L., & Llurda, E. (2008): Non-native English-speaking English language teachers: History and research. Language Teaching, 41(3), 315-418.
Numrich, C. (1996). On becoming a language teacher: insights from diary studies. TESOL Quarterly, 30(1), 131-153.
Ohtani, C. (2010). Problems in the assistant language teacher system and English activity at Japanese public elementary schools. Educational Perspectives, 43(1-2), 38-45.
O'Sullivan, K. & Tajaroensuk, S. (1997). Thailand: A handbook in intercultural communication. Sydney: NCELTR Macquarie University.
Philipson, R. (1996). The native speaker's burden. In. T. hedge & N. Whitney (Eds.), Power, pedagogy & practice. Oxford: Oxford University Press.
Paikeday, T. (1985). The Native Speaker is Dead! Toronto, Canada: Paikeday.
Patil, Z.N. (2006). On the Nature and Role of English in Asia. Retrieved from https://www.linguistics-journal.com/2014/01/09/on-the-nature-and-role-of-english-in-asia/
Phothongsunan, S. & Suwanarak, K. (2008). Native and Non-Native Dichotomy: Distinctive stances of Thai Teachers of English. ABAC Journal, 28(2), 10-30.
Phungphol, Y. (2005). Learner-centered teaching approach: A paradigm shift in Thai education. ABAC Journal, 25(2), 5-16.
Prodromou, K. (2003). In search of the successful users of English: How a corpus of non-native speaker language could impact on EFL teaching. Modern English Teacher, 12, 5-14.
Rampton, M. B. H. (1990). Displacing the native speaker: Expertise, affiliation, and inheritance. ELT Journal, 44, 97-101.
Rampton, M. B. H. (1996). Displacing the "native speaker": Expertise, affiliation, and inheritance. In T. Hedge & N. Whitney (Eds.), Power, pedagogy & practice (pp.9-22). Oxford: Oxford University Press.
Roh, S. (2006). A research on methods for English native-speakers' teaching in Korean EFL classes. English Language &Literature Teaching, 12(3), 51-78.
Saengboon, S. (2006). CLT revisited. NIDA Language and Communication Journal, 11(11), 136-148.
Todd, R. W. (2006). The Myth of the Native Speaker as a Model of English Proficiency. rEFLections, 8, 1-7.
Wang, C. (2009). English Instruction in Taiwan Students’ Perceptions of Foreign and Taiwanese EFL Teachers (Unpublished master’s thesis, National Pingtung Institute of Commerce).
Wang, L.-Y. (2012). Moving towards the transition: Non-native EFL teachers’ perception of native-speaker norms and responses to varieties of English in the era of global spread of English. Asian EFL Journal, 14(2), 46-78.
Watson Todd, R. & Pojanapunya, P. (2009). Implicit attitudes towards native and non-native speaker teachers. System, 37, 23-33.
Weawong, N., & Singhasiri, W. (2009). Native English Speaking Teachers’ Beliefs about Difficulties in Teaching English to Thai Learners. REFLections, 12, 37-52.
Widdowson, H. G. (2003). Defining issues in English language teaching. Oxford:
Oxford University Press.
Zhang, Y., & Elder, C. (2011). Judgments of oral proficiency by non-native and native English speaking teacher raters: Competing or complementary constructs?. Language Testing, 28(1), 31-50.
Ahn, S., Park, M., & Ono, S. (1998). A comparative study of the EPIK program and the JET program. English Teaching, 53(3), 241-267.
Ajarn.com. (2018). Teaching jobs in Thailand. Retrieved from https://www.ajarn.com/recruitment/jobs
Baker, W. (2012). English as a lingua franca in Thailand: characterisations and implications. Englishes in Practice, 1, 18-27.
Bloomfield, L. (1933). Language. New York: H. Holt and company.
Bolton, K. (2003). Chinese Englishes: A Sociolinguistic History. Cambridge: Cambridge University Press.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language teaching, 38, 81-109.
Braine, G. (2010). Nonnative Speaker English Teachers: Research, Pedagogy, and Professional Growth. New York: Routledge.
Buripakdi, A. (2008). Thai English as Discourse of Exclusion and Resistance: Perspectives of Thai Professional Writers on the Notion of Thai English (Unpublished PhD Dissertation, Indiana University of Pensylvania).
Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford, U.K: Oxford University Press.
Canagarajah, A. S. (2005). Reclaiming the Local in Language Policy and Practice. Mahwah, NJ: Erlbaum.
Carless, R. (2006). Good practices in team teaching in Japan, South Korea and Hong Kong. System, 34, 341-51.
Cheung, Y. L., & Braine, G. (2007). The attitudes of university students towards non-native speakers English teachers in Hong Kong. RELC Journal, 28, 257-277.
Chomsky, N. (1965). Aspects of the Theory of Syntax. Cambridge, Mass.: MIT Press.
Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185-209.
Coppieters, R. (1987). Competence difference between native and near-native speakers. Language, 63, 544-573.
Crystal, D. (1985). A Dictionary of Linguistics and Phonetics. Oxford: Oxford University Press.
Crystal, D. (2003). The Cambridge Encyclopaedia of the English Language. Cambridge, UK: Cambridge University Press.
Davies, A. (2003). The Native Speaker: Myth and Reality. Clevedon: Multilingual Matters.
Edge, J. (1988). Natives, Speakers, and Models. JALT Journal, 9(2), 153-157.
ESL Employment. (2018). Retrieved from https://www.eslemployment.com.
Foley J. A. (2005). English in Thailand, RELC Journal, 36, 223-234.
Graddol, D. (2006). English next: Why global English may mean the end of ‘English as a Foreign Language’. British Council.
Hodal, K. (2012). Thai schools urged to boost speaking. Retrieved from https://www.theguardian.com/education/2012/feb/14/thailand-speak-english-campaign.
Holliday, A. (2008). Standards of English and politics of inclusion. Language Teaching, 41(1), 119-130.
Jenkins, J. (2007). English as a Lingua Franca: Attitude and Identity. Oxford: Oxford University Press.
Jindapitak, N. (2014). English pronunciation teacher preference: Thai university English learners' views. Proceedings of INTED2014 Conference, 4982-4991.
Jindapitak, N., & Teo, A. (2013). Accent priority in a Thai university context: A common sense revisited. English Language Teaching, 6(9), 193-204.
Kirkpatrick, A. (2010). English as a lingua franca in ASEAN. Hong Kong: Hong Kong University Press.
Lin, X. (2005). Quality characteristics of excellent Chinese college English teachers [Electronic version]. Sino-US English Teaching, 2(5), 25-27.
Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
Kachru, B. B. (Ed.). (1992). The other tongue: English across cultures (2nd ed.). Chicago: University of Illinois Press.
Kirkpatrick, A. (2006). Which model of English: Native-speaker, nativised, or lingua franca? In R. Rubdy & M. Saraceni (Eds.), English in the world: Global rules, global roles (pp. 71-83). London, England: Continuum.
Komin, S. (1991). Psychology of the Thai people: Values and behavioral patterns. Bangkok: National Institute of Development Administration.
Kramsch, C. (1995). The privilege of the non-native speaker. Paper presented at the Annual Convention of Teachers of English to Speakers of Other Languages, Long Beach, CA.
Kramsch, C. (1997). The privilege of the nonnative speaker. PMLA, 112(3), 359‐369.
Ma, L. P. E. (2009). Students perceptions of native teachers and local Enlgish teachers. In A. Mahboob & c. Lipovsky (Eds.), Studies in applied linguistics and language learning (pp. 325-348). Newcastle upon Tyne, England: Cambridge scholar.
Mahboob, A. (2003). Status of nonnative English-speaking teachers in the United States (Unpublished Ph.D. Dissertation, Indiana University)
Mahboob, A., Uhrig, K., Newman, K. L., & Hartford, B. S. (2004). Children of lesser English: Status of nonnative English speakers as college-level English as a Second Language teachers in the United States. In L. Kamhi-Stein (Ed.), Learning and teaching from experience: Perspectives on nonnative Englishspeaking professionals (pp. 100-120). Ann Arbor: The University of Michigan Press.
Mahimuang, S. (1996). A study on learning and teaching English problems in Rajabhat Elementary Demonstration Schools. Research report, Rajabhat Institute Suansunantha, Bangkok: Thailand.
Mattioli, G. (2004). On native language intrusions and making do with words: Linguistically homogeneous classrooms and native language use. English Teaching Forum, 42(4), 20-25.
McKay, S. L. (2000). Teaching English as an international language: Implications for Cultural materials in the classroom. TESOL Journal, 9(4), 7-11.
Medgyes, P. (1992). Native or non-native: who's worth more?. ELT Journal, 46(4), 340-349.
Medgyes, P. (1994). The non-native teacher. London: MacMillan.
Medgyes, P. (2001). When the teacher is a non-native speaker. Teaching pronunciation, 429-442.
Methitham, P. (2009). An Exploration of Culturally-based Assumptions Guiding ELT Practice in Thailand, a Non-colonized Nation (Unpublished Dissertation, Indiana University of Pennsylvania).
Mountford, A. (1986). Teaching and Learning English in Thailand: Some problems and Remedies. PASAA, 16(2), 1-9.
Moussu, L., & Llurda, E. (2008): Non-native English-speaking English language teachers: History and research. Language Teaching, 41(3), 315-418.
Numrich, C. (1996). On becoming a language teacher: insights from diary studies. TESOL Quarterly, 30(1), 131-153.
Ohtani, C. (2010). Problems in the assistant language teacher system and English activity at Japanese public elementary schools. Educational Perspectives, 43(1-2), 38-45.
O'Sullivan, K. & Tajaroensuk, S. (1997). Thailand: A handbook in intercultural communication. Sydney: NCELTR Macquarie University.
Philipson, R. (1996). The native speaker's burden. In. T. hedge & N. Whitney (Eds.), Power, pedagogy & practice. Oxford: Oxford University Press.
Paikeday, T. (1985). The Native Speaker is Dead! Toronto, Canada: Paikeday.
Patil, Z.N. (2006). On the Nature and Role of English in Asia. Retrieved from https://www.linguistics-journal.com/2014/01/09/on-the-nature-and-role-of-english-in-asia/
Phothongsunan, S. & Suwanarak, K. (2008). Native and Non-Native Dichotomy: Distinctive stances of Thai Teachers of English. ABAC Journal, 28(2), 10-30.
Phungphol, Y. (2005). Learner-centered teaching approach: A paradigm shift in Thai education. ABAC Journal, 25(2), 5-16.
Prodromou, K. (2003). In search of the successful users of English: How a corpus of non-native speaker language could impact on EFL teaching. Modern English Teacher, 12, 5-14.
Rampton, M. B. H. (1990). Displacing the native speaker: Expertise, affiliation, and inheritance. ELT Journal, 44, 97-101.
Rampton, M. B. H. (1996). Displacing the "native speaker": Expertise, affiliation, and inheritance. In T. Hedge & N. Whitney (Eds.), Power, pedagogy & practice (pp.9-22). Oxford: Oxford University Press.
Roh, S. (2006). A research on methods for English native-speakers' teaching in Korean EFL classes. English Language &Literature Teaching, 12(3), 51-78.
Saengboon, S. (2006). CLT revisited. NIDA Language and Communication Journal, 11(11), 136-148.
Todd, R. W. (2006). The Myth of the Native Speaker as a Model of English Proficiency. rEFLections, 8, 1-7.
Wang, C. (2009). English Instruction in Taiwan Students’ Perceptions of Foreign and Taiwanese EFL Teachers (Unpublished master’s thesis, National Pingtung Institute of Commerce).
Wang, L.-Y. (2012). Moving towards the transition: Non-native EFL teachers’ perception of native-speaker norms and responses to varieties of English in the era of global spread of English. Asian EFL Journal, 14(2), 46-78.
Watson Todd, R. & Pojanapunya, P. (2009). Implicit attitudes towards native and non-native speaker teachers. System, 37, 23-33.
Weawong, N., & Singhasiri, W. (2009). Native English Speaking Teachers’ Beliefs about Difficulties in Teaching English to Thai Learners. REFLections, 12, 37-52.
Widdowson, H. G. (2003). Defining issues in English language teaching. Oxford:
Oxford University Press.
Zhang, Y., & Elder, C. (2011). Judgments of oral proficiency by non-native and native English speaking teacher raters: Competing or complementary constructs?. Language Testing, 28(1), 31-50.