This study compared the performances of four groups of Hong Kong teachers of English as a Second Language on a language teaching task. Subjects were two groups of native English-speaking teachers, one of expert teachers and one of novices, and two groups of non-native English-speakers, one of experts and one of novices. All were asked to preview an English text and select 12 words they thought would be unfamiliar to a specific student level. A group of 200 students from Hong Kong secondary schools took vocabulary tests on the same text. Comparison of the results suggests that native-speaker teachers are at a distinct advantage in identifying problematic vocabulary in connection with reading texts, and that while teaching expertise can improve non-native-speaking teachers' ability, it can actually obscure the judgments of non-native speakers by interfering with their more intuitive judgments about vocabulary difficulty. The text used is appended. Contains 11 references and 5 tables. (MSE)
In: Bird, Norman, Ed., And Others. Language and Learning. Papers presented at the Annual International Language in Education Conference (Hong Kong, 1993); see FL 023 205.