Epistemological Beliefs of NNEST's Based on the NEST-NNEST Dichotomy

Autor/in	Örsdemir, Kübra
Titel	Epistemological Beliefs of NNEST's Based on the NEST-NNEST Dichotomy
Quelle	In: European Journal of Education (EJE), 5 (2022) 2, S.100-117 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2601-8616
Schlagwörter	Epistemology; Native Speakers; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Graduate Students; Teacher Characteristics; Language Tests; Teacher Attitudes; Figurative Language; Standard Spoken Usage; Language Variation; Foreign Countries; Educational Attainment; Turkey + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Language test; Sprachtest; Lehrerverhalten; Gesprochene Sprache; Umgangssprache; Sprachenvielfalt; Ausland; Bildungsabschluss; Bildungsgut; Türkei
Abstract	The purpose of this study was to understand graduate and post-graduate EFL teachers' epistemological beliefs based on the standardized English language and their beliefs on the NEST/NNEST dichotomy. In order to gain a deeper understanding two different group of teachers were formed consisting of graduate and post-graduate level of education. The aim was to understand whether or not the level of education affect EFL teachers' beliefs based on the knowledge concept of standardized English and native speakerism. As a data collection methodology for this mixed methods research design, metaphors and the epistemological belief questionnaire (adapted from Hofer, 2000) were used. The results show that there was a significant difference between the two groups' epistemological beliefs. While the post-graduate group was more critical about the issue, the graduate group of teachers seemed to highly accept the standardized language concept. The analysis of the metaphorical conceptions also supported the findings of the questionnaires. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01