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【Abstract】This study aims to explore the added outcome of the speaking course of native English-speaking teachers perceived by Chinese EFL students. The data was collected from 100 university students via a questionnaire. The added outcomes reported by the students would lead us to reexamine the overall value of the teaching of Native English-speaking Teachers （NESTs） in EFL context， and help the teachers to reexamine their teaching in the future so as to benefit their students to the ultimate extent.
【Key words】by-products； Native English-speaking Teachers （NESTs）； EFL
【作者簡介】边文洁，厦门市思明区观音山音乐学校。
I.Introduction
As English has progressively become a global language， many native English speakers go to ESL/EFL countries to work as English teachers. A review of the literature indicates that the large number of research on NESTs are mainly about the teaching practices of the native English-speaking teachers and the outcomes of their class.
The outcomes emerged from previous studies was mainly related to students’ improvement in language skills， like pronunciation， communicative competence， listening skills ect. Whereas， some researchers pointed out that apart from cognitive outcomes， teaching process would generate some unpredicted affective and social outcomes， along with potentials to change students’ lives beyond the borders of classroom and academic success （Nunan， 1999）. These outcomes are considered to be particularly worth being studied because they are related to the long-term value of lifelong learning （Rawson， 2000）. However， the added outcomes of NESTs’ speaking class， generating along with students’ cognitive outcomes， have not been adequately studied. Therefore， the current study attempts to explore the added outcomes of NESTs’ speaking class perceived by EFL students in China.
II. Literature Review
Brophy and Good （1986） pointed out that teaching effectiveness included success in socializing students and promoting their affective and personal development in addition to fostering their mastery of formal curricula. This kind of unexpected outcomes along with the development of academic outcomes in classroom were defined as ‘‘by-products’’ by Perpignan， Rubin and Katznelson in their studies （2001）.
Perpignan， Rubin and Katznelson （2001） carried out a study with 72 students on their perceptions toward the outcomes of the Academic writing courses they enrolled. They collected data through an open-ended questionnaire and in-depth interviews. The students expressed that the courses generated many additional outcomes for them apart from improving their writing skills， such as the improvement of reading， speaking and thinking skills. Moreover， many affective changes happened to the students after the writing courses as well as changes in listening to others， awareness of the meaning of learning and students’ knowledge base. The three researchers revisited the issue in 2007 by administrating an open-ended questionnaire to 210 university students in Israel. Some research findings were consistent with that of the previous study in 2001. Nine categories of additional outcomes of the writing courses were generated in this study， with other skills ranking the top， following by thinking skills， affective factors， awareness of the meaning of writing， broadening of knowledge base， behavior in professional context， learning the meaning of learning， social interaction and creativity. The researchers concluded that examining the additional outcomes of a course could help us know what teaching and learning really mean better. Plus， a greater awareness of the added outcomes of a course and an understanding of how they might produce and enhance may advance the development of tertiary education in more ways （Perpignan， Rubin，
【Key words】by-products； Native English-speaking Teachers （NESTs）； EFL
【作者簡介】边文洁，厦门市思明区观音山音乐学校。
I.Introduction
As English has progressively become a global language， many native English speakers go to ESL/EFL countries to work as English teachers. A review of the literature indicates that the large number of research on NESTs are mainly about the teaching practices of the native English-speaking teachers and the outcomes of their class.
The outcomes emerged from previous studies was mainly related to students’ improvement in language skills， like pronunciation， communicative competence， listening skills ect. Whereas， some researchers pointed out that apart from cognitive outcomes， teaching process would generate some unpredicted affective and social outcomes， along with potentials to change students’ lives beyond the borders of classroom and academic success （Nunan， 1999）. These outcomes are considered to be particularly worth being studied because they are related to the long-term value of lifelong learning （Rawson， 2000）. However， the added outcomes of NESTs’ speaking class， generating along with students’ cognitive outcomes， have not been adequately studied. Therefore， the current study attempts to explore the added outcomes of NESTs’ speaking class perceived by EFL students in China.
II. Literature Review
Brophy and Good （1986） pointed out that teaching effectiveness included success in socializing students and promoting their affective and personal development in addition to fostering their mastery of formal curricula. This kind of unexpected outcomes along with the development of academic outcomes in classroom were defined as ‘‘by-products’’ by Perpignan， Rubin and Katznelson in their studies （2001）.
Perpignan， Rubin and Katznelson （2001） carried out a study with 72 students on their perceptions toward the outcomes of the Academic writing courses they enrolled. They collected data through an open-ended questionnaire and in-depth interviews. The students expressed that the courses generated many additional outcomes for them apart from improving their writing skills， such as the improvement of reading， speaking and thinking skills. Moreover， many affective changes happened to the students after the writing courses as well as changes in listening to others， awareness of the meaning of learning and students’ knowledge base. The three researchers revisited the issue in 2007 by administrating an open-ended questionnaire to 210 university students in Israel. Some research findings were consistent with that of the previous study in 2001. Nine categories of additional outcomes of the writing courses were generated in this study， with other skills ranking the top， following by thinking skills， affective factors， awareness of the meaning of writing， broadening of knowledge base， behavior in professional context， learning the meaning of learning， social interaction and creativity. The researchers concluded that examining the additional outcomes of a course could help us know what teaching and learning really mean better. Plus， a greater awareness of the added outcomes of a course and an understanding of how they might produce and enhance may advance the development of tertiary education in more ways （Perpignan， Rubin，