Luận văn teachers and students' perceptions of a good teacher of english

‘Teachers and students” perceptions of professional development and academic requirement for n good teacher of English IIL4, Teachers and students’ perceptions of the roles of a good tea

Vietnam national university University of languages and international studies

FACULTY OF POST - GRADUATE STUDIES

ES ĐẠI HỌC NGOẠI NGỮ

DIÊM THỊ HẢO TÂM M.A MINOR THESIS

TEACHERS AND STUDENTS’ PERCEPTIONS OF

A GOOD TEACHER OF ENGLISH

(Nhận thức của giáo viên và sinh viên về một người

giáo viên tiếng Anh tốt)

Field: English teaching methodology Code: 60 1410

Supervisor: Nguyén Minh Hué, M.A

TABLES OF CONTENTS

PART A: INTRODUCTION

1 Statement of the problem and rationale for the study

2 Roscarch aitns and questions

3, Significance of the study

12 Definition of a good teacher

IL.2.1, Gensral views about a good teacher

11.2.2 Specific attributes of a good teacher

13 General views and specific attributes of a good Engtish teacher

13.1, General views about a good English teacher

113.2 Specific attributes of a good English teacher

11.33 Percaptions of sludents and teachers on a good language loacher

14, Studies on teachers and students’ perceptions of a good teacher of English

IIL.3 ‘Teachers and students” perceptions of professional development and academic

requirement for n good teacher of English

IIL4, Teachers and students’ perceptions of the roles of a good teacher of English

and teaching methodologies will affect how students team, Moreover, Jersild (1955) says that the teacher’s undorsimnding ancl accsplance of himself arc the most important

and sludents” point of view I hope that the views from the participants are essential as a whole picture of teaching and learning language activities Though students’ perceptions instead of actions were the main focus in the present study, it may be thal psople cannot implicilly understand the problems or the factors of hindrance without looking at the whole picture ttom students and teachers Therefore, I would like to tind out the differences between teachers’ and students’ perceptions in order to improve the quality of language teaching

2 Research aims and questions

‘This study is carried ont to:

a to investigais teachers’ and stndsnls” perceptions of a good teacher of Rnglish

b, To find out the differences between teachers and students of a teacher of English

in arder to achieve these aims, the study seeks to answer the following research

3 Significance of the study

English as a second language (ESL) teachers often encounter student resistance to some of their activities Some students want more opportunitics for fice conversation while others complain about the pattern drill, When language teachers fail to meet student expectations, students can lose confidence or interests in the teacher and their ultimate achievement can bs Fimiled Tis truc that tcacher’s porforrmmecs have a strong impact on the students’ ultimate success in language learning, Due to this reason, I decided to carry out this study in order to explore a whole picture of what a good English teacher is, both

10

perceptions of teachers and students are crucial in this study ‘The students in the study might have similar pereeptions or very different petecptions from the English tcachers Thus, looking for ways to use insights ftom the research might help English teachers understand what to expect from students, or it might give teachers ideas for tasks,

assignmuents or assessinent

4 Chapter arrangements

‘The minor thesis consists of six chapters ‘The first chapter includes a statement of the problom and rationale for the study, the aimns, significance of the study as well as chapler arangement of the study The second chapter includes five parts The first part is introduction, the second part is definition of a good teacher, the third is qualities of a good English teacher, the following part is studics on teachers’ and students? percaplions of a good teacher of English and the last one is research questions The third chapter is research

amethod: part one is research context, part two is participants, part three is data collection

instrament and procedures and part four is data analysis In chapter four, the researcher shows results and discussion about findings Chapter five gives some implications, The last chapter is about limitations and conclusions of the study

11

LIST OF ABBREVIATIONS

ESL: English as a second language

GED: General Educational Development

CLI: Communicative language teaching

ESP: English fur special purpose

QI: Question 1

teachers According to the results of this study, desirable characteristics of effective

language teachers include: knowledge and command of the target language, the ability to organi, explain, and clarify, and the abilily to arouse and sustain interest and motivation among students Many language teachers have the same point with Hammadou and

Hemhardt (1987):

“Language teachers differ from other teachers in that they do not teach a ‘factual

product’ but rather a process of communication and that they may lose the use af the

process if they themselves do not use it on a regular basis” (p 302)

Included in many factors that directly influence the success of language teachers

are also conditions such as: teaching resources, administrative suppoit, and physical

facilities in schools where teachers work (Crookes, 1997) In order to keep up with such a demanding profession foreign language teachers need be in the developinent of

professional competence, which is the state or quality of being adequately qualified for the

profession, and armed with a specific range of skills, strategies, knowledge, and ability Moreover, they have lo iry their best lo become 2 good language teacher A question is raised thal how can one become a good language teacher? And io answer this question each language teacher has to understand definitions and characteristics of a good language teacher, which are mentioned in the following parts

1.2 Definitian of 4 good teacher

What is a good teacher? What characteristics should a good teacher possess? What makes good teachers better than others? Buskist et als (2002) study on students’

perceptions on what qualitics “master” teachers possess produced a list of 28 traits Such

qualities as knowledgeable, wellorganized, hardworking were all featured in the list However, it is interesting to note that more than half qualities in the list were

interpersonal in nature Furlhcrmore, the five most valued characterislics were:

‘understanding, personable, respectful, happy, and caring A good language teacher should conduct interesting classes, emphasize © good pronunciation, give clear

12

PART A: INTRODUCTION

4, Statement of the problem and rationale for the study

A question that many teachers often ask is: I like my job, and I love the students, but how can 1 become a good language teacher? ‘he answer is not easy It is clear that whether someone can become a good foreign langnage leacher does nol solely depend on

his /her command of the language Some linguists assume that those who are engaged in

language teaching profession have the burden of keeping up-to-date, not only with the language which is (aught bul over changing learner necds and profiles as well (Kayhan, 1999) According to Schrier (1994), along with subject matter knowledge, professional good foreign language teachers must also have “the ability to reflect, analyze critically,

select the tools and materials of leaching, and evaluate fhe products ard

performance of the learners” (p.220)

Wing (1995) emphasized that today’s language teachers are expected to have amtiple roles along with target language competence:

Sn structoring the foreiun language environment, the teacher needs to be a munager who faciitates language acquisition; a resource developer who uses to the greatest advantage the target and native languages, materials, and technology; an analyst wha

observes und evaluates whal is happening in the classroom (p.168).”

Cross (1995) identified several ingredients of an ideal language teacher According

to him, an idgal Tanguage teacher should have high level of education, subject matier

materials and tests design, awareness of current teaching approaches, and educational theory

needs two major competencies as well as having excellent knowledge of the target languags s/he is teaching, s/he should have teaching skills to apply in the classroom Avcording to Williams’ argument, a language teacher should have a good blend of target language knowledge on the one hand and skills to present and teach the target Janguage to the students on the other

Ás 8 language loachơr, il is necessary lo know what a good English toacher is Needless to say, knowing how to be a good English teacher can improve the qualities of teaching and help students leam English effectively and efficiently T'eacher’s personalities

PART A: INTRODUCTION

4, Statement of the problem and rationale for the study

A question that many teachers often ask is: I like my job, and I love the students, but how can 1 become a good language teacher? ‘he answer is not easy It is clear that whether someone can become a good foreign langnage leacher does nol solely depend on

his /her command of the language Some linguists assume that those who are engaged in

language teaching profession have the burden of keeping up-to-date, not only with the language which is (aught bul over changing learner necds and profiles as well (Kayhan, 1999) According to Schrier (1994), along with subject matter knowledge, professional good foreign language teachers must also have “the ability to reflect, analyze critically,

select the tools and materials of leaching, and evaluate fhe products ard

performance of the learners” (p.220)

Wing (1995) emphasized that today’s language teachers are expected to have amtiple roles along with target language competence:

Sn structoring the foreiun language environment, the teacher needs to be a munager who faciitates language acquisition; a resource developer who uses to the greatest advantage the target and native languages, materials, and technology; an analyst wha

observes und evaluates whal is happening in the classroom (p.168).”

Cross (1995) identified several ingredients of an ideal language teacher According

to him, an idgal Tanguage teacher should have high level of education, subject matier

materials and tests design, awareness of current teaching approaches, and educational theory

needs two major competencies as well as having excellent knowledge of the target languags s/he is teaching, s/he should have teaching skills to apply in the classroom Avcording to Williams’ argument, a language teacher should have a good blend of target language knowledge on the one hand and skills to present and teach the target Janguage to the students on the other

Ás 8 language loachơr, il is necessary lo know what a good English toacher is Needless to say, knowing how to be a good English teacher can improve the qualities of teaching and help students leam English effectively and efficiently T'eacher’s personalities

LIST OF TABLES AND CHARTS

Table 1: Teachers and students’ perceptions of professional development and

academic requirement

Table 2: Teachers and students’ perceptions about roles of a language leacher

Table 3: Teachers and students’ perceptions of the importance of classroom

practices

23

24 26

LIST OF ABBREVIATIONS

ESL: English as a second language

GED: General Educational Development

CLI: Communicative language teaching

ESP: English fur special purpose

QI: Question 1

LIST OF TABLES AND CHARTS

Table 1: Teachers and students’ perceptions of professional development and

academic requirement

Table 2: Teachers and students’ perceptions about roles of a language leacher

Table 3: Teachers and students’ perceptions of the importance of classroom

practices

23

24 26

LIST OF TABLES AND CHARTS

Table 1: Teachers and students’ perceptions of professional development and

academic requirement

Table 2: Teachers and students’ perceptions about roles of a language leacher

Table 3: Teachers and students’ perceptions of the importance of classroom

practices

23

24 26

explanation, have a good knowledge of the target language, have no favouritism, try to

“These two aspects, which are beyond the scope of this book, can be achieved as long as the

jeachor cL has the willingness Lo do so Morcever, he/ she should be kind, responsible

and establish good relationship with students This review is aimed at finding out the perception and qualities of a good teacher from different perspectives

2.1 General views about a good teacher

For a teacher, years of teaching experience and knowledge of teaching methods do not guarantee etfsctive teaching Teachers should constantly look tor ways to develop themselves professionally and sharpen their teaching skills along with the subject matter :

"One who teaches effectively, teaches nol only his subject but himself, Personality

ts that part of the teacher's self which he/she projects into every classroom activity, thereby

affecting and conditioning every learning situation" Permer (1992: p45)

A language teacher's professional competence is much more difficult than a driver's

skill to handle a car, and is more complicated than student's competence of speaking a

foreign language 1 involves tore factors and longer learning lime, and may never be

quality of interest in other people, especially students and being able to demonstrate that interest through ideas and storics, as well as through shared valucs Many students were

asked to give expected characteristics from their teachers; they said that they wished their teachers to have some qualities as follows:

- They mnst be passionate about teaching, and patient, adapting to the level of the students

- A good teacher must be strict, friendly, interesting” “should be passionate and intelligent”

- ‘They should not rely on the course book only

13

LIST OF TABLES AND CHARTS

Table 1: Teachers and students’ perceptions of professional development and

academic requirement

Table 2: Teachers and students’ perceptions about roles of a language leacher

Table 3: Teachers and students’ perceptions of the importance of classroom

practices

23

24 26

PART A: INTRODUCTION

4, Statement of the problem and rationale for the study

A question that many teachers often ask is: I like my job, and I love the students, but how can 1 become a good language teacher? ‘he answer is not easy It is clear that whether someone can become a good foreign langnage leacher does nol solely depend on

his /her command of the language Some linguists assume that those who are engaged in

language teaching profession have the burden of keeping up-to-date, not only with the language which is (aught bul over changing learner necds and profiles as well (Kayhan, 1999) According to Schrier (1994), along with subject matter knowledge, professional good foreign language teachers must also have “the ability to reflect, analyze critically,

select the tools and materials of leaching, and evaluate fhe products ard

performance of the learners” (p.220)

Wing (1995) emphasized that today’s language teachers are expected to have amtiple roles along with target language competence:

Sn structoring the foreiun language environment, the teacher needs to be a munager who faciitates language acquisition; a resource developer who uses to the greatest advantage the target and native languages, materials, and technology; an analyst wha

observes und evaluates whal is happening in the classroom (p.168).”

Cross (1995) identified several ingredients of an ideal language teacher According

to him, an idgal Tanguage teacher should have high level of education, subject matier

materials and tests design, awareness of current teaching approaches, and educational theory

needs two major competencies as well as having excellent knowledge of the target languags s/he is teaching, s/he should have teaching skills to apply in the classroom Avcording to Williams’ argument, a language teacher should have a good blend of target language knowledge on the one hand and skills to present and teach the target Janguage to the students on the other

Ás 8 language loachơr, il is necessary lo know what a good English toacher is Needless to say, knowing how to be a good English teacher can improve the qualities of teaching and help students leam English effectively and efficiently T'eacher’s personalities

LIST OF ABBREVIATIONS

ESL: English as a second language

GED: General Educational Development

CLI: Communicative language teaching

ESP: English fur special purpose

QI: Question 1

perceptions of teachers and students are crucial in this study ‘The students in the study might have similar pereeptions or very different petecptions from the English tcachers Thus, looking for ways to use insights ftom the research might help English teachers understand what to expect from students, or it might give teachers ideas for tasks,

assignmuents or assessinent

4 Chapter arrangements

‘The minor thesis consists of six chapters ‘The first chapter includes a statement of the problom and rationale for the study, the aimns, significance of the study as well as chapler arangement of the study The second chapter includes five parts The first part is introduction, the second part is definition of a good teacher, the third is qualities of a good English teacher, the following part is studics on teachers’ and students? percaplions of a good teacher of English and the last one is research questions The third chapter is research

amethod: part one is research context, part two is participants, part three is data collection

instrament and procedures and part four is data analysis In chapter four, the researcher shows results and discussion about findings Chapter five gives some implications, The last chapter is about limitations and conclusions of the study

11

LIST OF TABLES AND CHARTS

Table 1: Teachers and students’ perceptions of professional development and

academic requirement

Table 2: Teachers and students’ perceptions about roles of a language leacher

Table 3: Teachers and students’ perceptions of the importance of classroom

practices

23

24 26

and teaching methodologies will affect how students team, Moreover, Jersild (1955) says that the teacher’s undorsimnding ancl accsplance of himself arc the most important

and sludents” point of view I hope that the views from the participants are essential as a whole picture of teaching and learning language activities Though students’ perceptions instead of actions were the main focus in the present study, it may be thal psople cannot implicilly understand the problems or the factors of hindrance without looking at the whole picture ttom students and teachers Therefore, I would like to tind out the differences between teachers’ and students’ perceptions in order to improve the quality of language teaching

2 Research aims and questions

‘This study is carried ont to:

a to investigais teachers’ and stndsnls” perceptions of a good teacher of Rnglish

b, To find out the differences between teachers and students of a teacher of English

in arder to achieve these aims, the study seeks to answer the following research

3 Significance of the study

English as a second language (ESL) teachers often encounter student resistance to some of their activities Some students want more opportunitics for fice conversation while others complain about the pattern drill, When language teachers fail to meet student expectations, students can lose confidence or interests in the teacher and their ultimate achievement can bs Fimiled Tis truc that tcacher’s porforrmmecs have a strong impact on the students’ ultimate success in language learning, Due to this reason, I decided to carry out this study in order to explore a whole picture of what a good English teacher is, both

10

perceptions of teachers and students are crucial in this study ‘The students in the study might have similar pereeptions or very different petecptions from the English tcachers Thus, looking for ways to use insights ftom the research might help English teachers understand what to expect from students, or it might give teachers ideas for tasks,

assignmuents or assessinent

4 Chapter arrangements

‘The minor thesis consists of six chapters ‘The first chapter includes a statement of the problom and rationale for the study, the aimns, significance of the study as well as chapler arangement of the study The second chapter includes five parts The first part is introduction, the second part is definition of a good teacher, the third is qualities of a good English teacher, the following part is studics on teachers’ and students? percaplions of a good teacher of English and the last one is research questions The third chapter is research

amethod: part one is research context, part two is participants, part three is data collection

instrament and procedures and part four is data analysis In chapter four, the researcher shows results and discussion about findings Chapter five gives some implications, The last chapter is about limitations and conclusions of the study

11

LIST OF TABLES AND CHARTS

Table 1: Teachers and students’ perceptions of professional development and

academic requirement

Table 2: Teachers and students’ perceptions about roles of a language leacher

Table 3: Teachers and students’ perceptions of the importance of classroom

practices

23

24 26

and teaching methodologies will affect how students team, Moreover, Jersild (1955) says that the teacher’s undorsimnding ancl accsplance of himself arc the most important

and sludents” point of view I hope that the views from the participants are essential as a whole picture of teaching and learning language activities Though students’ perceptions instead of actions were the main focus in the present study, it may be thal psople cannot implicilly understand the problems or the factors of hindrance without looking at the whole picture ttom students and teachers Therefore, I would like to tind out the differences between teachers’ and students’ perceptions in order to improve the quality of language teaching

2 Research aims and questions

‘This study is carried ont to:

a to investigais teachers’ and stndsnls” perceptions of a good teacher of Rnglish

b, To find out the differences between teachers and students of a teacher of English

in arder to achieve these aims, the study seeks to answer the following research

3 Significance of the study

English as a second language (ESL) teachers often encounter student resistance to some of their activities Some students want more opportunitics for fice conversation while others complain about the pattern drill, When language teachers fail to meet student expectations, students can lose confidence or interests in the teacher and their ultimate achievement can bs Fimiled Tis truc that tcacher’s porforrmmecs have a strong impact on the students’ ultimate success in language learning, Due to this reason, I decided to carry out this study in order to explore a whole picture of what a good English teacher is, both

10

LIST OF ABBREVIATIONS

ESL: English as a second language

GED: General Educational Development

CLI: Communicative language teaching

ESP: English fur special purpose

QI: Question 1

explanation, have a good knowledge of the target language, have no favouritism, try to

“These two aspects, which are beyond the scope of this book, can be achieved as long as the

jeachor cL has the willingness Lo do so Morcever, he/ she should be kind, responsible

and establish good relationship with students This review is aimed at finding out the perception and qualities of a good teacher from different perspectives

2.1 General views about a good teacher

For a teacher, years of teaching experience and knowledge of teaching methods do not guarantee etfsctive teaching Teachers should constantly look tor ways to develop themselves professionally and sharpen their teaching skills along with the subject matter :

"One who teaches effectively, teaches nol only his subject but himself, Personality

ts that part of the teacher's self which he/she projects into every classroom activity, thereby

affecting and conditioning every learning situation" Permer (1992: p45)

A language teacher's professional competence is much more difficult than a driver's

skill to handle a car, and is more complicated than student's competence of speaking a

foreign language 1 involves tore factors and longer learning lime, and may never be

quality of interest in other people, especially students and being able to demonstrate that interest through ideas and storics, as well as through shared valucs Many students were

asked to give expected characteristics from their teachers; they said that they wished their teachers to have some qualities as follows:

- They mnst be passionate about teaching, and patient, adapting to the level of the students

- A good teacher must be strict, friendly, interesting” “should be passionate and intelligent”

- ‘They should not rely on the course book only

13

PART A: INTRODUCTION

4, Statement of the problem and rationale for the study

A question that many teachers often ask is: I like my job, and I love the students, but how can 1 become a good language teacher? ‘he answer is not easy It is clear that whether someone can become a good foreign langnage leacher does nol solely depend on

his /her command of the language Some linguists assume that those who are engaged in

language teaching profession have the burden of keeping up-to-date, not only with the language which is (aught bul over changing learner necds and profiles as well (Kayhan, 1999) According to Schrier (1994), along with subject matter knowledge, professional good foreign language teachers must also have “the ability to reflect, analyze critically,

select the tools and materials of leaching, and evaluate fhe products ard

performance of the learners” (p.220)

Wing (1995) emphasized that today’s language teachers are expected to have amtiple roles along with target language competence:

Sn structoring the foreiun language environment, the teacher needs to be a munager who faciitates language acquisition; a resource developer who uses to the greatest advantage the target and native languages, materials, and technology; an analyst wha

observes und evaluates whal is happening in the classroom (p.168).”

Cross (1995) identified several ingredients of an ideal language teacher According

to him, an idgal Tanguage teacher should have high level of education, subject matier

materials and tests design, awareness of current teaching approaches, and educational theory

needs two major competencies as well as having excellent knowledge of the target languags s/he is teaching, s/he should have teaching skills to apply in the classroom Avcording to Williams’ argument, a language teacher should have a good blend of target language knowledge on the one hand and skills to present and teach the target Janguage to the students on the other

Ás 8 language loachơr, il is necessary lo know what a good English toacher is Needless to say, knowing how to be a good English teacher can improve the qualities of teaching and help students leam English effectively and efficiently T'eacher’s personalities

explanation, have a good knowledge of the target language, have no favouritism, try to

“These two aspects, which are beyond the scope of this book, can be achieved as long as the

jeachor cL has the willingness Lo do so Morcever, he/ she should be kind, responsible

and establish good relationship with students This review is aimed at finding out the perception and qualities of a good teacher from different perspectives

2.1 General views about a good teacher

For a teacher, years of teaching experience and knowledge of teaching methods do not guarantee etfsctive teaching Teachers should constantly look tor ways to develop themselves professionally and sharpen their teaching skills along with the subject matter :

"One who teaches effectively, teaches nol only his subject but himself, Personality

ts that part of the teacher's self which he/she projects into every classroom activity, thereby

affecting and conditioning every learning situation" Permer (1992: p45)

A language teacher's professional competence is much more difficult than a driver's

skill to handle a car, and is more complicated than student's competence of speaking a

foreign language 1 involves tore factors and longer learning lime, and may never be

quality of interest in other people, especially students and being able to demonstrate that interest through ideas and storics, as well as through shared valucs Many students were

asked to give expected characteristics from their teachers; they said that they wished their teachers to have some qualities as follows:

- They mnst be passionate about teaching, and patient, adapting to the level of the students

- A good teacher must be strict, friendly, interesting” “should be passionate and intelligent”

- ‘They should not rely on the course book only

13

and teaching methodologies will affect how students team, Moreover, Jersild (1955) says that the teacher’s undorsimnding ancl accsplance of himself arc the most important

and sludents” point of view I hope that the views from the participants are essential as a whole picture of teaching and learning language activities Though students’ perceptions instead of actions were the main focus in the present study, it may be thal psople cannot implicilly understand the problems or the factors of hindrance without looking at the whole picture ttom students and teachers Therefore, I would like to tind out the differences between teachers’ and students’ perceptions in order to improve the quality of language teaching

2 Research aims and questions

‘This study is carried ont to:

a to investigais teachers’ and stndsnls” perceptions of a good teacher of Rnglish

b, To find out the differences between teachers and students of a teacher of English

in arder to achieve these aims, the study seeks to answer the following research

3 Significance of the study

English as a second language (ESL) teachers often encounter student resistance to some of their activities Some students want more opportunitics for fice conversation while others complain about the pattern drill, When language teachers fail to meet student expectations, students can lose confidence or interests in the teacher and their ultimate achievement can bs Fimiled Tis truc that tcacher’s porforrmmecs have a strong impact on the students’ ultimate success in language learning, Due to this reason, I decided to carry out this study in order to explore a whole picture of what a good English teacher is, both

10

and teaching methodologies will affect how students team, Moreover, Jersild (1955) says that the teacher’s undorsimnding ancl accsplance of himself arc the most important

and sludents” point of view I hope that the views from the participants are essential as a whole picture of teaching and learning language activities Though students’ perceptions instead of actions were the main focus in the present study, it may be thal psople cannot implicilly understand the problems or the factors of hindrance without looking at the whole picture ttom students and teachers Therefore, I would like to tind out the differences between teachers’ and students’ perceptions in order to improve the quality of language teaching

2 Research aims and questions

‘This study is carried ont to:

a to investigais teachers’ and stndsnls” perceptions of a good teacher of Rnglish

b, To find out the differences between teachers and students of a teacher of English

in arder to achieve these aims, the study seeks to answer the following research

3 Significance of the study

English as a second language (ESL) teachers often encounter student resistance to some of their activities Some students want more opportunitics for fice conversation while others complain about the pattern drill, When language teachers fail to meet student expectations, students can lose confidence or interests in the teacher and their ultimate achievement can bs Fimiled Tis truc that tcacher’s porforrmmecs have a strong impact on the students’ ultimate success in language learning, Due to this reason, I decided to carry out this study in order to explore a whole picture of what a good English teacher is, both

10

perceptions of teachers and students are crucial in this study ‘The students in the study might have similar pereeptions or very different petecptions from the English tcachers Thus, looking for ways to use insights ftom the research might help English teachers understand what to expect from students, or it might give teachers ideas for tasks,

assignmuents or assessinent

4 Chapter arrangements

‘The minor thesis consists of six chapters ‘The first chapter includes a statement of the problom and rationale for the study, the aimns, significance of the study as well as chapler arangement of the study The second chapter includes five parts The first part is introduction, the second part is definition of a good teacher, the third is qualities of a good English teacher, the following part is studics on teachers’ and students? percaplions of a good teacher of English and the last one is research questions The third chapter is research

amethod: part one is research context, part two is participants, part three is data collection

instrament and procedures and part four is data analysis In chapter four, the researcher shows results and discussion about findings Chapter five gives some implications, The last chapter is about limitations and conclusions of the study

11

explanation, have a good knowledge of the target language, have no favouritism, try to

“These two aspects, which are beyond the scope of this book, can be achieved as long as the

jeachor cL has the willingness Lo do so Morcever, he/ she should be kind, responsible

and establish good relationship with students This review is aimed at finding out the perception and qualities of a good teacher from different perspectives

2.1 General views about a good teacher

For a teacher, years of teaching experience and knowledge of teaching methods do not guarantee etfsctive teaching Teachers should constantly look tor ways to develop themselves professionally and sharpen their teaching skills along with the subject matter :

"One who teaches effectively, teaches nol only his subject but himself, Personality

ts that part of the teacher's self which he/she projects into every classroom activity, thereby

affecting and conditioning every learning situation" Permer (1992: p45)

A language teacher's professional competence is much more difficult than a driver's

skill to handle a car, and is more complicated than student's competence of speaking a

foreign language 1 involves tore factors and longer learning lime, and may never be

quality of interest in other people, especially students and being able to demonstrate that interest through ideas and storics, as well as through shared valucs Many students were

asked to give expected characteristics from their teachers; they said that they wished their teachers to have some qualities as follows:

- They mnst be passionate about teaching, and patient, adapting to the level of the students

- A good teacher must be strict, friendly, interesting” “should be passionate and intelligent”

- ‘They should not rely on the course book only

13

explanation, have a good knowledge of the target language, have no favouritism, try to

“These two aspects, which are beyond the scope of this book, can be achieved as long as the

jeachor cL has the willingness Lo do so Morcever, he/ she should be kind, responsible

and establish good relationship with students This review is aimed at finding out the perception and qualities of a good teacher from different perspectives

2.1 General views about a good teacher

For a teacher, years of teaching experience and knowledge of teaching methods do not guarantee etfsctive teaching Teachers should constantly look tor ways to develop themselves professionally and sharpen their teaching skills along with the subject matter :

"One who teaches effectively, teaches nol only his subject but himself, Personality

ts that part of the teacher's self which he/she projects into every classroom activity, thereby

affecting and conditioning every learning situation" Permer (1992: p45)

A language teacher's professional competence is much more difficult than a driver's

skill to handle a car, and is more complicated than student's competence of speaking a

foreign language 1 involves tore factors and longer learning lime, and may never be

quality of interest in other people, especially students and being able to demonstrate that interest through ideas and storics, as well as through shared valucs Many students were

asked to give expected characteristics from their teachers; they said that they wished their teachers to have some qualities as follows:

- They mnst be passionate about teaching, and patient, adapting to the level of the students

- A good teacher must be strict, friendly, interesting” “should be passionate and intelligent”

- ‘They should not rely on the course book only

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LIST OF ABBREVIATIONS

ESL: English as a second language

GED: General Educational Development

CLI: Communicative language teaching

ESP: English fur special purpose

QI: Question 1

PART A: INTRODUCTION

4, Statement of the problem and rationale for the study

A question that many teachers often ask is: I like my job, and I love the students, but how can 1 become a good language teacher? ‘he answer is not easy It is clear that whether someone can become a good foreign langnage leacher does nol solely depend on

his /her command of the language Some linguists assume that those who are engaged in

language teaching profession have the burden of keeping up-to-date, not only with the language which is (aught bul over changing learner necds and profiles as well (Kayhan, 1999) According to Schrier (1994), along with subject matter knowledge, professional good foreign language teachers must also have “the ability to reflect, analyze critically,

select the tools and materials of leaching, and evaluate fhe products ard

performance of the learners” (p.220)

Wing (1995) emphasized that today’s language teachers are expected to have amtiple roles along with target language competence:

Sn structoring the foreiun language environment, the teacher needs to be a munager who faciitates language acquisition; a resource developer who uses to the greatest advantage the target and native languages, materials, and technology; an analyst wha

observes und evaluates whal is happening in the classroom (p.168).”

Cross (1995) identified several ingredients of an ideal language teacher According

to him, an idgal Tanguage teacher should have high level of education, subject matier

materials and tests design, awareness of current teaching approaches, and educational theory

needs two major competencies as well as having excellent knowledge of the target languags s/he is teaching, s/he should have teaching skills to apply in the classroom Avcording to Williams’ argument, a language teacher should have a good blend of target language knowledge on the one hand and skills to present and teach the target Janguage to the students on the other

Ás 8 language loachơr, il is necessary lo know what a good English toacher is Needless to say, knowing how to be a good English teacher can improve the qualities of teaching and help students leam English effectively and efficiently T'eacher’s personalities

teachers According to the results of this study, desirable characteristics of effective

language teachers include: knowledge and command of the target language, the ability to organi, explain, and clarify, and the abilily to arouse and sustain interest and motivation among students Many language teachers have the same point with Hammadou and

Hemhardt (1987):

“Language teachers differ from other teachers in that they do not teach a ‘factual

product’ but rather a process of communication and that they may lose the use af the

process if they themselves do not use it on a regular basis” (p 302)

Included in many factors that directly influence the success of language teachers

are also conditions such as: teaching resources, administrative suppoit, and physical

facilities in schools where teachers work (Crookes, 1997) In order to keep up with such a demanding profession foreign language teachers need be in the developinent of

professional competence, which is the state or quality of being adequately qualified for the

profession, and armed with a specific range of skills, strategies, knowledge, and ability Moreover, they have lo iry their best lo become 2 good language teacher A question is raised thal how can one become a good language teacher? And io answer this question each language teacher has to understand definitions and characteristics of a good language teacher, which are mentioned in the following parts

1.2 Definitian of 4 good teacher

What is a good teacher? What characteristics should a good teacher possess? What makes good teachers better than others? Buskist et als (2002) study on students’

perceptions on what qualitics “master” teachers possess produced a list of 28 traits Such

qualities as knowledgeable, wellorganized, hardworking were all featured in the list However, it is interesting to note that more than half qualities in the list were

interpersonal in nature Furlhcrmore, the five most valued characterislics were:

‘understanding, personable, respectful, happy, and caring A good language teacher should conduct interesting classes, emphasize © good pronunciation, give clear

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LIST OF TABLES AND CHARTS

Table 1: Teachers and students’ perceptions of professional development and

academic requirement

Table 2: Teachers and students’ perceptions about roles of a language leacher

Table 3: Teachers and students’ perceptions of the importance of classroom

practices

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24 26

teachers According to the results of this study, desirable characteristics of effective

language teachers include: knowledge and command of the target language, the ability to organi, explain, and clarify, and the abilily to arouse and sustain interest and motivation among students Many language teachers have the same point with Hammadou and

Hemhardt (1987):

“Language teachers differ from other teachers in that they do not teach a ‘factual

product’ but rather a process of communication and that they may lose the use af the

process if they themselves do not use it on a regular basis” (p 302)

Included in many factors that directly influence the success of language teachers

are also conditions such as: teaching resources, administrative suppoit, and physical

facilities in schools where teachers work (Crookes, 1997) In order to keep up with such a demanding profession foreign language teachers need be in the developinent of

professional competence, which is the state or quality of being adequately qualified for the

profession, and armed with a specific range of skills, strategies, knowledge, and ability Moreover, they have lo iry their best lo become 2 good language teacher A question is raised thal how can one become a good language teacher? And io answer this question each language teacher has to understand definitions and characteristics of a good language teacher, which are mentioned in the following parts

1.2 Definitian of 4 good teacher

What is a good teacher? What characteristics should a good teacher possess? What makes good teachers better than others? Buskist et als (2002) study on students’

perceptions on what qualitics “master” teachers possess produced a list of 28 traits Such

qualities as knowledgeable, wellorganized, hardworking were all featured in the list However, it is interesting to note that more than half qualities in the list were

interpersonal in nature Furlhcrmore, the five most valued characterislics were:

‘understanding, personable, respectful, happy, and caring A good language teacher should conduct interesting classes, emphasize © good pronunciation, give clear

12