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ERIC Number: ED406887
Record Type: Non-Journal
Publication Date: 1992
Pages: 65
Abstractor: N/A
Reference Count: N/A
Language- vs. Content-Related Trouble in Understanding Native and NNS TAs at Office Hours.
Gallego, Juan Carlos
This case study compared the performance of teaching assistants (TAs) who were native speakers and nonnative speakers (NNS) of English during office hour consultations with undergraduates. Three nonnative- and two native-speaking TAs in the economics department of a major American university were videotaped during office hour consultations. The nonnative-speaking TAs were from South America and had scored 200-220 on a language test, corresponding to overall intelligibility but with occasional problems in pronunciation, grammar, and fluency. The videotapes were then analyzed using the conversation analytical approach combined with a broader notion of context and trouble-shooting. The analyses suggested that even though the nonnative-speaking TAs had only an intermediate level of spoken English, language-related trouble in spoken English was rare, and was quickly and effectively resolved within a turn or two. Content-related trouble, however, was more common in the interactions of both nonnative- and native-speaking TAs in the interactions with undergraduates. An appendix provides transcripts of TA-student consultations. (Contains 56 references.) (MDM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A