论文代写：语言学
在NNEST的情况下，所说的语言是正式的或书本的。语言中缺少当地的方言。语言的发音，词汇和语言的语调是母语人士的优势。他们仍然是学习者的完美语言模式。然而学生却无法掌握与教学内容相关的实践范例。在这些情况下，考试成绩不会揭示学生的知识。在许多情况下，它们仅限于课本内容（Todd和Pojanapunya，2009）。
在许多机构中，语言知识被误认为是人们的主体知识（Mahboob，2010）。这使具有良好语言能力的教师没有教学技能。他们不了解其他文化背景或文化的限制。他们基本上没有解构语言，也不能和不同背景的学生交流。来自不同背景的学生，他们没有英语作为母语，导致他们感到不知所措的英语老师。这导致本地教师在处理方面宽松。他们想和学生联系，因此不像NNEST那样纠正他们的英语。本地老师倾向于使用不符合语法的方言。这导致学生不正确地学习语言。他们倾向于使用短语，学生认为这是语言结构的自然形式。这会影响学生的生产力。
论文代写：语言学
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. The students however are not able to grasp the practical paradigms associated with the teaching content. In these cases the test scores do not reveal the knowledge of the students. They are limited to the text book content in many cases (Todd and Pojanapunya, 2009).
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. 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. The native teacher would tend to use dialects that are 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.
