英国地理学论文代写：英语学习
非英语母语者和英语母语者是否能更好地教授英语，这是一个有争议的问题。从实习安置的经验来看，教学风格明显不同，英语教学所用的教材也各具特色。在这篇论文中，我们列出了个人在理解课程计划、含义、学习者优先级和整体学习结果方面的经验。这也反映了英语教学专业目标的实现水平。
教学情境的反思
学习者背景与多样性
英语学习者属于不同的地理区域。他们中的一些人是母语人士，他们来这里是为了发展发音，而另一些人则不是母语人士，他们参加这个课程是为了获得语言和发音方面的知识。学生的文化背景表现出对母语的依赖，以及英语口语中对母语的包容。例如，很少有阿拉伯学生被要求消除英语口语中的阿拉伯语调和口音。另一方面，印度人的发音完全改变了，他们被要求适应这种本土的学习方式。
英国地理学论文代写：英语学习
学习者优先级
在这种情况下，学习者的优先级是不同的。虽然教师的目的是让学生感受和模仿母语的英语口语，但是学生语言上的漏洞影响了他们的学习重点。例如，NNEST老师发现，她的学生热衷于消除母语口音，采用一种全新的英语口语风格。更多的参与者采用NNEST只是为了提高口语水平。喜欢NEST的学生更注重语法知识和与他人的快速沟通(Cakir and Demir, 2013)。
英国地理学论文代写：英语学习
There is a debate whether non native speaker or native speaker teaches English language to a better extent. Based on the practicum placement experience, it was evident that the teaching styles are different and the materials used to teach English are also unique. In this paper, the personal experiences in understanding the lesson plans, implications, learner priorities and overall learning outcomes are all listed. These also inform the levels to which the professional goals in teaching English language are fulfilled.
Reflections on Teaching/ Learning Context
Learner background and diversity
The learners for the English language belong to different geographical regions. Some of them are native speakers who have come for the pronunciation development while the others are non native speakers and have attended the course to gain knowledge of language and the pronunciation. The cultural backgrounds of students displayed their addiction to native language and the inclusion of this native language in English speaking. For instance, few Arabic students were instructed to eliminate the Arabic intonation and accent in English speaking. On the other hand, the pronunciation of Indians totally changed and was instructed to adopt to this native learning style.
英国地理学论文代写：英语学习
Learner priorities
The learner priorities are different in this case. While the goal of the teacher is to enable students to feel and imitate native English speaking, the loopholes of students in their languages affected their priorities of learning. For instance, NNEST teacher has found that her students are keen to eliminate their native language accents and adopt a totally new style of English speaking as that of native speakers. Some more participants adopt NNEST just to improve the oral proficiency. Students who prefer NEST have priorities towards grammatical knowledge and quick communication with others (Cakir and Demir, 2013).
