TRA CỨU
  • Bài trích
  • Mitigating U.S. Undergraduates’ Attitudes Toward International Teaching Assistants /
Tác giả CN Kang, Okim.
Nhan đề Mitigating U.S. Undergraduates’ Attitudes Toward International Teaching Assistants /Okim Kang, Donald Rubin and Stephanie Lindemann.
Thông tin xuất bản 2015
Mô tả vật lý pages 681-706.
Tùng thư A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.
Tóm tắt 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 NS–NNS 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.
Đề mục chủ đề English language--Study and teaching--Periodicals.
Đề mục chủ đề Ngôn ngữ--Giảng dạy--Học tập--TVĐHHN
Tác giả(bs) CN Lindemann, Stephanie.
Tác giả(bs) CN Rubin, Donald.
Nguồn trích TESOL Quarterly- Volume 49, Issue 4, December 2015.
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0410 |aeng
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1001 |aKang, Okim.
24514|aMitigating U.S. Undergraduates’ Attitudes Toward International Teaching Assistants /|cOkim Kang, Donald Rubin and Stephanie Lindemann.
260|c2015
300|apages 681-706.
3620 |aVol. 49, N.4 (December 2015)
490|aA Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.
520|aIntelligibility 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 NS–NNS 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.
65010|aEnglish language|xStudy and teaching|vPeriodicals.
65017|aNgôn ngữ|xGiảng dạy|xHọc tập|2TVĐHHN
7001 |aLindemann, Stephanie.
7001 |aRubin, Donald.
773|tTESOL Quarterly|gVolume 49, Issue 4, December 2015.
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