Comparative Analysis of Teachers’ Educational Activity of Native and Non-Native Speakers
https://doi.org/10.26794/2226-7867-2020-10-6-120-125
Abstract
This paper analyses the strategies of language behaviour, differences in the didactic approach, and the role in the formation of intercultural communicative competence of native and non-native speakers. The authors examine the subject from the point of view of a native Russian teacher, a Maltese teacher who is a native English speaker only to some extent, and a Russian teacher of English as a foreign language, who is a non-native English speaker. According to the authors, both native and non-native speakers have their advantages and disadvantages. To compete with a native speaker, a non-native speaker must have the highest level of proficiency in the language being taught, and both native and non-native speakers must have appropriate professional training and have the necessary competencies.
About the Authors
E. V. Ganina
Financial University
Russian Federation
Russian Federation
Elena V. Ganina — Associate Professor, Language Training Department
Moscow
G. A. Dubinina
Financial University
Russian Federation
Russian Federation
Galina A. Dubinina — Associate Professor, Language Training Department
Moscow
E. M. Caruana
Berltz Language Centre
Malta
Malta
Elaine M. Caruana — MA in English Language Teaching, BA in Teaching English to Speakers of Other Languages, Director of Studies
Malta
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Review
For citations:
Ganina E.V., Dubinina G.A., Caruana E.M. Comparative Analysis of Teachers’ Educational Activity of Native and Non-Native Speakers. Humanities and Social Sciences. Bulletin of the Financial University. 2020;10(6):120-125. (In Russ.) https://doi.org/10.26794/2226-7867-2020-10-6-120-125
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