本文旨在針對對外華語教學中一個較新的現象，對非母語的華語教師進行研究。研究的目的在於透過問卷調查和訪談，瞭解非母語者華語教師在語言和教學方面的特色，在工作上的情況以及對自己的看法和評價。
本研究以Medgyes在1984年首創針對非母語者英文教師的介紹性的研究調查為基礎。研究的過程中先使用37位非母語者華語教師的問卷調查，再透過個人e-mail採訪來更進一步地瞭解非母語者華語教師的特色。為了提供關於非母語者華語教師的來自另外一個角度的看法，本研究還包括一個，以母語者華語教師為研究對象的e-mail採訪，來補充主要研究的結果。
研究結果跟Medgyes的有些差異，就是母語者和非母語者華語教師教學態度，教學方法等上面的差別的原因不僅在於母語背景，而且文化背景也有很大的影響。本研究最重要的結論，雖然母語者和非母語者華語教師在語言能力，教學態度等多方面不同，但是都有價值的教學能力，如非母語者教師因為自己外語學習的經驗而比較容易瞭解學生的困難等，因此，兩種教師一樣的有當作很有效的華語教師的機會。

This study focuses on non-native speaking Chinese teachers (NNSCTs), a relatively new field of research in Chinese Language Teaching. The aim of this study is to better understand the language abilities, teaching methods, and working conditions of NNSCTs, and their self-reflexive opinions about being a NNST.
This study is based on Medgyes’ pioneer research on non-native speaking English teachers. It opens with a questionnaire and a sample size of 37 participants, followed by e-mail interviews on specific topics. This research also includes e-mail interviews with native speaking Chinese teachers to provide a different point of view on the abilities of NNSCTs.
The most significant difference between the results of this study and Medgyes’ is that the reason behind the differences in teaching methods between native and non-native Chinese teachers (besides native languages) is their cultural backgrounds. The most important conclusion of this study is that although native and non-native speaking Chinese teachers differ in many ways, they all have valuable qualities that would allow them to be effective teachers, such as the NNSCTs personal experience as a second language learner, which allows them to better understand students’ difficulties.

英文書目

Amin N.(1997). Race and the Identity of the Nonnative ESLTeacher. TESOL Quarterly 31. pp. 580-583
Árva,V. and P. Medgyes (2000, September). Native and non-native teachers in the classroom. System 28:3. 355-372.
Banno, E. (2003). A cross-cultural survey of students’ expectations of foreign language teachers. Foreign Language Annals 36:3, 339-345.
Braine, G.(2010). Nonnative speaker English teachers: research, pedagogy and professional growth. Routledge.
Braine, G.(Eds.)(1999). Non-native educators in English language teaching. Lawrence Erlbaum Associates.
Butler Y.G. (2007). How Are Nonnative-English-Speaking Teachers Perceived by Young Learners? TESOL Quarterly 41. 731-756.
Chen C. (2005). The teaching behavior differences between native and non/native English teachers in early childhood education. Master thesis, Providence University
Cook, V. (2006). Basing teaching on the L2 user. In Enric Llurda (Eds) Non-native language teachers : perceptions, challenges, and contributions to the profession (pp. 47-62) New York : Springer .
Cook, V.(1999). Going beyond the native speaker in language teaching . TESOL Quarterly 33. 185-209.
Crystal, D.(2003). English as a global language. Cambridge: Cambridge University Press.
Ehrman, M.E.,Leaver, B.L., Shekhtman, B (2005). Achieving success in second language acquisition. Cambridge, UK ; New York : Cambridge University Press
Fraga-Canadas, C.P. (2010). Beyond the classroom: maintaining and improving teachers’ language proficiency. Foreign Language Annals 43:4, 395-421.
Hannas, William C. (1995). Teaching Chinese Teachers What Constitute Chinese. JCLTA 30:2. 101-107
Hertel, T.J., Sunderman, G. (2009). Student attitudes toward native and non-native language instructors. Foreign Language Annals 42:3, 468-481.
Higgins, C. (2003).“Ownership” of English in the Outer Circle: An Alternative to the NS-NNS Dichotomy. TESOL Quarterly 37. 615-644
Inglis, M. A. (1988). Variables that affect undergraduates' evaluations of non-native speaking teaching assistants' instruction. Doctoral dissertation, Memphis State University
Jin, Hong-Gang (2004). The Importance of CFL Teacher Training on Elicitation Techniques. JCLTA 39:3. 29-50.
Kubler, C. (2006) . The NFLC Guide for Basic Chinese Language Programs . Columbus: National East Asian Languages Resource Center, Ohio State University.
Leung C., Harris R., Rampton B. (1997). The Idealised Native Speaker, Reified Ethnicities, and Classroom Realities. TESOL Quarterly 31. 543-560.
Lightbown, P.M. and Spada N. (1999). How languages are learned. Oxford ; New York : Oxford University Press.
Linnell, J.D. (2001). Chinese as a second/foreign language teaching and research: changing classroom contexts and teacher choices. Language Teaching Research 5:1. 54-81.
Lipovsky, C, Mahboob, A. (2010). Appraisal of native and non-native English speaking teachers. In Mahboob (Eds). The NNEST lens. (pp.154-179) Cambridge Scolars Publishing.
Mahboob, Ahmar (Eds). (2010). The NNEST lens In Mahboob (Eds). The NNEST lens. (pp.1-17) Cambridge Scolars Publishing.
Major, R. C., Fitzmaurice, S. F., Bunta, F., & Balasubramanian, C. (2002). The effects of nonnative accents on listening comprehension: Implications for ESL assessment. TESOL Quarterly 36. 173–190.
McNeill, A. (2006) . Non-native speaker teachers and awareness of lexical difficulty in pedagogical texts. In Enric Llurda (Eds) Non-native language teachers : perceptions, challenges, and contributions to the the profession (pp. 107-130) New York : Springer .
Medgyes, P. (1983). The schizophrenic teacher. ELT Journal, 37(1), 2–6.
Medgyes, P. (1994). The non-native teacher. London: Macmillan. (1999) 2nd edition. Ismaning: Max Hueber Verlag.
Myo Kyaw Myint (2002). A Strong Case for Non-Native English-Speaking Teachers (NNESTs). NNST Newsletter 4:2, 9.
Nemtchinova E.(2005). Host Teachers’ Evaluations of Nonnative-English-Speaking Teacher Trainees—A Perspective from the Classroom. TESOL Quarterly 39. 235-262.
Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly 31. 409–431.
Orton, J. (2011). Educating Chinese Language Teachers-Some Fundamentals. In Linda Tsung & Ken Cruickshank (Eds) Teaching and Learning Chinese in Global Context (pp. 151-164) Continuum.
Ouzts, F. L. (1991). Students' perceptions of native and non-native english-speaking graduate teaching assistants. Doctoral dissertation, The University of Mississippi
Paikeday, T.M. (1985). The native speaker is dead! Toronto: Paikeday Publishing Inc.
Pessoa, S., Sacchi, F (2002). The impact of being a nonnative-English-speaking teacher in the ESL classroom: A pilot study. NNST Newsletter 4:2, 10-11.
Plakans, B. (1997) Undergraduates’ Experiences With and Attitudes Toward International Teaching Assistants TESOL Quarterly, 31. 95-119.
Shahenayati, S., Zahra Sheida (1987). A comparison of native and non-native english-speaking teaching assistants. Doctoral dissertation, University of North Texas
Shi L.(2002). How Western-Trained Chinese TESOL Professionals Publish in Their Home Environment. TESOL Quarterly 36. 625-634.
Singh, R. (Eds). (1998). The native speaker : multilingual perspectives. New Delhi ; Thousand Oaks, Calif. : Sage Publications.
Tang, C. (1997). On the power and status of nonnative ESL teachers. TESOL Quarterly 31. 577–579.
Tsung, L. and Cruickshank, K. (2011). Emerging trends and Issues in teaching and learning Chinese In Linda Tsung & Ken Cruickshank (Eds) Teaching and Learning Chinese in Global Context (pp. 1-10) Continuum.
Wang Xiaojun (2000). Chinese syntactic system and second language acquisition. Beijing: Sinolingua.
Wang, S.C. (2010). Chinese language education in the United States In Chen Jianguo, Wang Chuang, Cai Jinfa (Eds) Teaching and learning Chinese : issues and perspectives (pp.3-32) Charlotte, N.C. : Information Age Pub., Inc.
Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly 28. 377–388.
Winitz, H. (Eds). (1981). Native language and foreign language acquisition. New York : New York Academy of Sciences.
Wright, Tony (1987). Roles of teachers and learners. Oxford ; New York : Oxford University Press
Xing, Janet Zhiqun (2006). Teaching and learning Chinese as a foreign language : a pedagogical grammar. Hong Kong : Hong Kong University Press.
Yen-Sheng Goh (1999). Challenges of the Rise of Global Mandarin. JCLTA 34:3. 41-48.
Zhou Minglang (2011). Globalization and language order: Teaching Chinese as a foreign language in the United States. In Linda Tsung & Ken Cruickshank (Eds) Teaching and Learning Chinese in Global Context (pp. 131-150) Continuum.
Zhu Zhiping (2010). A historical perspective of teaching Chinese as a second language. In Chen Jianguo, Wang Chuang, Cai Jinfa (Eds) Teaching and learning Chinese : issues and perspectives (pp.33-72) Charlotte, N.C. : Information Age Pub., Inc.

中文書目

王一安、劉穎（2009）。從學習著視角看中外英語。山東外語教學，3，51－56。
王以仁、陳芳玲,、林本喬(1992)。教師心理衛生。台北市 : 心理出版社。
朱純(主編)(1994)。外語教學心理學。上海市 : 上海外語教育出版社出版發行 : 新華書店上海發行所經銷 (2000印刷)。
唐力行, 姚學吾 (2001). 美國中文學校教師的需求：教學提高及教師培訓. JCLTA 36:1. 81-106
徐子亮(2008)。對外漢語教學心理學。上海市 : 華東師範大學出版社。
張靈芝(2006)。對外漢語教學心理學引論。廈門：廈門大學出版社。
許琳(2007)。國際漢語教師標準。北京：外語教學與研究出版社。
劉密 （2010）。談非母語的英語教師面對的挑戰。科技信息，16，540。

網路資訊

Furman N, Goldberg D, and Lusin N (2007) Enrollments in languages other than English in United States institutions of higher education.
http://www.mla.org/pdf/06enrollmentsurvey_final.pdf （最後擷取時間：2012／4）
CILT, The National Centre for Languages (2007). Mandarin language learning - Research study.
https://www.education.gov.uk/publications/eOrderingDownload/DCSF-RW019.pdf （最後擷取時間：2012／4）