美国论文查重:语言知识
母语为英语的人被发现更能流利地使用这个主题。他们发现，与非母语人士相比，他们有更多的直觉来连接语言。新教师具有较强的社会语言能力。也有对文化背景和语言交际规则的先天理解。他们对语言的理解更加真实。在NNEST的情况下，所说的语言是正式的或书生气的。当地的方言在语言中消失了。语言的发音、词汇和语调对母语人士来说是有利的。他们继续成为学习者完美的语言模式。本土教师不学习语言，更能专注于语言的主题或内容。蚁巢有许多潜在的好处，可以有效地教授这个主题。然而，尽管以英语为母语的人有许多优势，但他们也面临着一些先天问题。
美国论文查重:语言知识
在许多机构中，语言知识被误认为是人们的主题知识(Mahboob,2010)。这使得那些语言能力较强的教师没有教学技能。他们不了解其他文化背景或文化限制。这使得一些教师的世界观受到限制。他们并没有从本质上解构语言，也无法与来自不同背景的学生联系在一起。来自不同背景的学生，他们没有英语作为母语，使他们感到不知所措，与说英语的老师。这使当地的教师在他们的方法上是宽容的。他们想与学生交流，因此不像NNEST那样正确地纠正他们的英语。这导致他们的教学影响在这个过程中受到限制。当地的老师会倾向于使用不合语法的方言。这使学生们不能正确地学习语言。他们倾向于使用短语，学生们认为这是语言结构的自然形式。这影响了学生的生产力。
美国论文查重:语言知识
Native speakers are found to be more fluent with the subject. They are found to have more intuition to connect with the language than the non-native speakers. The NES Teachers have more sociolinguistic competence. There is also the innate understanding of the cultural background and the communication rules of the language. Their understanding of the language is more authentic. In the case of NNEST the language that is spoken is formal or bookish. The local dialects are missing in the language. The pronunciation of the language, vocabulary and the intonation of the language are advantages for the native speakers. They continue to be the perfect language model for the learners. Native teachers do not learn the language and can focus more on the subject or the content matter of the language. There are a number of potential benefits for the NEST to teach the subject effectively. Nevertheless, in spite of the many advantages of the native speakers there are also some innate issues that they face.
美国论文查重:语言知识
In many institutions the language knowledge is mistaken to be the subject knowledge of the people (Mahboob, 2010). This causes the teachers with good language skills to have no teaching skills. They do not understand the other cultural context or the cultural constraints. This makes some of the teacher’s world view limited. They have not essentially deconstructed the language and they are not able to relate to the students from diverse backgrounds. The students from the diverse background where they do not have English as the native language causes them to feel overwhelmed with the English speaking teacher. This causes the native teachers to be lenient in their approach. They want to relate to the students and hence do not correct their English as much as the NNEST. This causes their teaching impact become limited in the process. The native teacher would tend to use dialects that is not grammatically correct. This causes the students to not learn the language properly. They tend to use phrases and the students assume that is a natural form of the language construct. This impacts the productivity of the students.
