Reverse linguistic stereotyping (RLS) has been shown to affect students’ attitudes towards non-native teachers as well as their performance and retention of information. This study investigates ESL students’ preconceived ideas about non-native English teachers. Seventy-one students enrolled in an intensive English programme at a southwestern university in the United States listened to two speech samples produced by an advanced non-native speaker. Using a matched guise technique, students were led to believe that there were two speakers: a Caucasian teacher and an East Asian one. Students showed proclivity to RLS as measured by their speech evaluations, their comprehension scores, and their teaching competence ratings. These findings help better understand learners’ perceptions of language proficiency and teaching competence of a non-native teacher in the context of globalization.

中文翻译：

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ESL学生对英语教师的逆向语言刻板印象

反向语言刻板印象（RLS）已被证明会影响学生对非母语教师的态度以及他们的表现和信息保留。本研究调查了 ESL 学生对非英语母语教师的先入为主的看法。在美国西南一所大学就读的英语强化课程的 71 名学生聆听了由一位高级非母语人士制作的两个语音样本。使用匹配的伪装技术，学生们被引导相信有两个说话者：一个白种人老师和一个东亚人。根据他们的言语评估、理解分数和教学能力评级来衡量，学生表现出对 RLS 的倾向。