Videotapes of two math TAs--one American and one foreign--were
analyzed and compared in terms of student-initiated student-teacher
interaction (questions directed to the TA). In addition, the TAS
and students who asked questions were interviewed & the resulting
'interpretive analysis' was also used as a basis for comparison and
as a way of getting at speakers' 'intended meanings'. The analyses
showed that the FTA had more difficulty, compared with the American TA,
in terms of handling student-initiated interaction. In particular,
the FTA experienced more difficulty in: 1) fielding questi9ns related
to classroom bureaucracy than to course content and 2) handling
restatements of original questions that deviated considerably from
the original. Suggestions for improving the interactive component of
TA training courses including the provision of videotaped genuine TA
classes and recommendations for further research are included.
1 online resource (PDF, 68 pages, plus 8 appendices). Submitted November, 1984 as a Plan B paper in partial fulfillment of the requirements for a master's degree in English as a Second Language from the University of Minnesota.
Student-teacher classroom interaction: a case study of an American and a foreign TA.
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