Published

2020-01-01

Differences Between Native English-Speaking Teachers and Their Non-Native Counterparts When Evaluating Pronunciation

Diferencias entre profesores hablantes nativos de inglés y sus pares no nativos al evaluar pronunciación

DOI:

https://doi.org/10.15446/profile.v22n1.78800

Keywords:

Assessment, English language teaching, evaluation, native, non-native, perception, pronunciation (en)
enseñanza del inglés, evaluación, nativo, percepción, pronunciación (es)

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Authors

  • Mauricio Arcaya Pontificia Universidad Católica de Chile
This article is a small-scale qualitative study whose objective was to identify differences between the way in which native English teachers and their non-native Chilean counterparts assess pronunciation. To achieve this, teachers from both groups were asked to assess the same material produced by two students of English pedagogy in a Chilean university. The results show that native English teachers rate students higher than their non-native colleagues. This is apparently due not only to differences in training but also the differences in the processes of acquisition. The outcome of this research concerns anyone interested in teaching and learning English as a second/foreign language.
Este artículo es un estudio cualitativo a pequeña escala cuyo objetivo fue identificar diferencias en la manera en que los profesores nativos y chilenos no nativos del inglés evalúan la pronunciación. Para esto, se les solicitó a profesores de ambos grupos evaluar el mismo material proveniente de dos estudiantes que cursan pedagogía en inglés en una universidad chilena. Los resultados muestran que los profesores nativos evalúan con puntuaciones más altas que sus colegas no nativos. Esto obedece aparentemente tanto a las diferencias en el entrenamiento de los profesores como a los diferentes procesos de adquisición. Los resultados de esta investigación son de interés para quienes participan en la enseñanza del inglés como lengua extranjera.

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How to Cite

APA

Arcaya, M. (2020). Differences Between Native English-Speaking Teachers and Their Non-Native Counterparts When Evaluating Pronunciation. Profile: Issues in Teachers’ Professional Development, 22(1), 29–41. https://doi.org/10.15446/profile.v22n1.78800

ACM

[1]
Arcaya, M. 2020. Differences Between Native English-Speaking Teachers and Their Non-Native Counterparts When Evaluating Pronunciation. Profile: Issues in Teachers’ Professional Development. 22, 1 (Jan. 2020), 29–41. DOI:https://doi.org/10.15446/profile.v22n1.78800.

ACS

(1)
Arcaya, M. Differences Between Native English-Speaking Teachers and Their Non-Native Counterparts When Evaluating Pronunciation. Profile: Issues Teach. Prof. Dev. 2020, 22, 29-41.

ABNT

ARCAYA, M. Differences Between Native English-Speaking Teachers and Their Non-Native Counterparts When Evaluating Pronunciation. Profile: Issues in Teachers’ Professional Development, [S. l.], v. 22, n. 1, p. 29–41, 2020. DOI: 10.15446/profile.v22n1.78800. Disponível em: https://revistas.unal.edu.co/index.php/profile/article/view/78800. Acesso em: 15 mar. 2026.

Chicago

Arcaya, Mauricio. 2020. “Differences Between Native English-Speaking Teachers and Their Non-Native Counterparts When Evaluating Pronunciation”. Profile: Issues in Teachers’ Professional Development 22 (1):29-41. https://doi.org/10.15446/profile.v22n1.78800.

Harvard

Arcaya, M. (2020) “Differences Between Native English-Speaking Teachers and Their Non-Native Counterparts When Evaluating Pronunciation”, Profile: Issues in Teachers’ Professional Development, 22(1), pp. 29–41. doi: 10.15446/profile.v22n1.78800.

IEEE

[1]
M. Arcaya, “Differences Between Native English-Speaking Teachers and Their Non-Native Counterparts When Evaluating Pronunciation”, Profile: Issues Teach. Prof. Dev., vol. 22, no. 1, pp. 29–41, Jan. 2020.

MLA

Arcaya, M. “Differences Between Native English-Speaking Teachers and Their Non-Native Counterparts When Evaluating Pronunciation”. Profile: Issues in Teachers’ Professional Development, vol. 22, no. 1, Jan. 2020, pp. 29-41, doi:10.15446/profile.v22n1.78800.

Turabian

Arcaya, Mauricio. “Differences Between Native English-Speaking Teachers and Their Non-Native Counterparts When Evaluating Pronunciation”. Profile: Issues in Teachers’ Professional Development 22, no. 1 (January 1, 2020): 29–41. Accessed March 15, 2026. https://revistas.unal.edu.co/index.php/profile/article/view/78800.

Vancouver

1.
Arcaya M. Differences Between Native English-Speaking Teachers and Their Non-Native Counterparts When Evaluating Pronunciation. Profile: Issues Teach. Prof. Dev. [Internet]. 2020 Jan. 1 [cited 2026 Mar. 15];22(1):29-41. Available from: https://revistas.unal.edu.co/index.php/profile/article/view/78800

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3. María Bequis-Lacera, Luz Parrado Castillo, María Ruíz Romero, Angie Rativa Sosa. (2024). Dificultades del Aprendizaje de una Segunda Lengua en Universitarios de salud . EDU REVIEW. International Education and Learning Review / Revista Internacional de Educación y Aprendizaje, 12(2), p.145. https://doi.org/10.62701/revedu.v12.5413.

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