Language:

Mitigating U.S. Undergraduates' Attitudes Toward International Teaching Assistants

TESOL quarterly, 2015-12, Vol.49 (4), p.681-706 [Peer Reviewed Journal]

Copyright © 2015 TESOL International Association ;2014 TESOL International Association ;ISSN: 0039-8322 ;ISSN: 1545-7249 ;EISSN: 1545-7249 ;DOI: 10.1002/tesq.192

Full text available

Citations Cited by

Actions
1. Add to My Research
2. Remove from My Research
3. E-mail
4. Print
5. Permalink
6. Citation
7. EasyBib
8. EndNote
9. RefWorks
10. Delicious
11. Export RIS
12. Export BibTeX

Title:
Mitigating U.S. Undergraduates' Attitudes Toward International Teaching Assistants
Author: Kang, Okim ; Rubin, Donald ; Lindemann, Stephanie
Subjects: attitudes ; College students ; Comprehension ; Cooperation ; English (Second Language) ; English as a second language ; English as a second language instruction ; Intervention ; Native Speakers ; Native-nonnative speaker communication ; Negative Attitudes ; non-native speakers ; Problem Solving ; Pronunciation ; Role ; Second Language Learning ; Second language teachers ; Sociolinguistics ; Student Attitudes ; teacher characteristics (language) ; Teacher Student Relationship ; teaching and learning contexts (language) ; Teaching Assistants ; teaching of language ; Undergraduate Students ; United States
Is Part Of: TESOL quarterly, 2015-12, Vol.49 (4), p.681-706
Description: Intelligibility problems between native speakers (NSs) and nonnative speakers (NNSs) of English are often attributed to some perceived inadequacy of the NNSs. This emphasis on the NNSs' role in successful communication is highly problematic, given that intelligibility is a negotiated process between speaker and listener. In some cases, NSs have negative attitudes toward NNSs that impair their willingness to communicate with NNSs and to acknowledge proficient NNS speech. Thus, NS attitudes are also important factors in the success of NSNNS communication. This article demonstrates a brief intervention that reduces negative language attitudes and thus promotes communication between NS undergraduates and NNSs who are international teaching assistants (ITAs). Two studies are reported. In both, undergraduates engaged in cooperative problem-solving exercises with ITAs. Results show that undergraduates exposed to structured intergroup contact subsequently rated ITAs higher in instructional competence and comprehensibility. Future applications of contact theory promise to improve NSs' comprehension of nonnative English and to cultivate their global citizenship.
Publisher: Malden: Blackwell Publishing Ltd
Language: English
Identifier: ISSN: 0039-8322
ISSN: 1545-7249
EISSN: 1545-7249
DOI: 10.1002/tesq.192
Source: Education Resources Information Center (ERIC)
Alma/SFX Local Collection

Back to results list


INSPIRE LIBRARY - TON DUC THANG UNIVERSITY	(84-028) 37 755 057	Feedback
19 Nguyen Huu Tho St. Dist.7, HCM	thuvien@tdtu.edu.vn	Feedback

Mitigating U.S. Undergraduates' Attitudes Toward International Teaching Assistants

Copyright © 2015 TESOL International Association ;2014 TESOL International Association ;ISSN: 0039-8322 ;ISSN: 1545-7249 ;EISSN: 1545-7249 ;DOI: 10.1002/tesq.192

Searching Remote Databases, Please Wait