Instructors' Linguistic Knowledge when Teaching Spanish as a Foreign Language
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Abstract
Previous research on native and nonnative instructors has been largely limited to studies of perception in ESL and EFL contexts (Cots and Díaz 2005; Reves and Medgyes 1994) and has not considered differences in instructors’ linguistic knowledge (as related to grammar and vocabulary). Most of the research on students’ perceptions has been focused on nonnative teachers along with their differences in teaching methodology (Moussu 2002).
This study investigates the differences in linguistic knowledge among college intermediate level Spanish instructors (n=12) in relation to their native or nonnative status. It also examines the possibility of students (n=212) perceiving these differences in instructor knowledge and if they are related to select instructor individual difference factors. The results show that native and nonnative instructors differ in some aspects of their linguistic knowledge and that was accurately perceived by their students. This research opens up a new frontier in the linguistic landscape and offers an innovative contribution to this field of study by means of matching students’ perceptions with instructors’ results.
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