Reevaluating Advanced Speaking Proficiency for Korean Teachers of English: A Case Study

초록

English speaking proficiency is a critical element that determines the quality of daily teaching practices for nonnative teachers of English (NNTEs). Prior research has demonstrated how speaking proficiency influences our judgement of teaching quality of NNTEs (Moussu & Llurda, 2008). However, these findings are derived from interviews and surveys that bring out the perceptual and attitudinal views of the participants, but are not based on empirical details of the discourse produced by NNTEs. What we need then are empirical studies of real-time discourse produced by NNTEs. The ability to produce connected discourse is considered an important criterion for advanced speaking proficiency. This paper presents a case study that traces the longitudinal developments of connected discourse by two NNTEs who participated in a weekly speech practice session over a year. The analysis follows the principle of conversation analysis (Sacks, Schegloff, & Jefferson, 1974; Schegloff, 2007) that examines the sequential organization of connected discourse produced by these two teachers. Using longitudinal data, the findings show the types of connected discourse produced by the two NNTEs and the changes they made longitudinally.

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