摘要
Abstract (Summary)This research reports on foreign teaching assistants' (FTAs') language competence at the University of Illinois at Urbana-Champaign by examining the evaluations of language and teaching skills of FTAs' students. It also examines the attitudes of FTAs and their students, and investigates whether students' or FTAs' attitudes have any influence on the students' evaluations of their FTAs. The results determined possible ways for improvement and development of training programs for FTAs.There were 279 students and approximately 30 FTAs and 30 DTAs (domestic TAs); 136 students had FTAs and 144 (valid 143) students had DTAs. Students were given questionnaires to first; (a) evaluate their TAs' language and teaching skills; (b) to report on their attitudes regarding TAs screening, training, status, prestige, and role importance of the TAs' position; and (c) also to report on their ethnocentrism and cultural openness. The same questionnaires, modified to address the TAs, were given to them to evaluate themselves and report on the same attitudinal variables as their students.In order to acquire a broader view of the subject, the same questionnaires that were given to the FTAs and their students were given to the DTAs and their students, and comparisons of the scores between the two groups were made.The results of this research revealed that: (1) There is a Foreign TA problem due to the FTAs' language problems that included most of the language variables; that is, accent, grammar (linguistic competence), knowledge of the social and cultural rules of the language (sociolinguistic), and overall language competence (communicative competence). These findings came as much from the FTAs' students data as from the FTAs'. (2) Students' evaluations can be influenced by students' attitudes and TAs' attitudes that are examined in this research. (3) Factors such as expected grade, type of science (hard/soft), and requiredness of the course (i.e., if students take the course as a requirement for their major) do not influence the students' attitudes or evaluations.
摘要译文
对外国助教“（自由贸易协定”），语言能力在伊利诺伊大学厄巴纳 - 香槟分校摘要（摘要）本研究报告通过审查的自由贸易协定“的学生的语言和教学技能的评估。还考察了自由贸易协定和学生的态度，并调查学生的自由贸易协定或“态度是否对他们的自由贸易协定的学生评价任何影响。确定和改进对FTAs.There制定培训计划的可能途径的结果是279种学生和大约30自由贸易协定和税收协定30（国内TAS）;136学生有自由贸易协定和144（143有效）的学生有避免双重课税。学生们给予问卷第一;（一）评估其助教的语言和教学技能;（二）就其关于助教筛选，培训，地位，威望和助教“位置的作用的重要性的态度提出报告;和（c）也报告他们的民族优越感和文化的开放性。同样的调查问卷，修改，解决了助教，分别给予他们评估自己和同态度变量作为其students.In为了获得主题的更广阔的视野报告，分别给予了自由贸易协定，而同样的调查问卷学生被给予税收协定和学生，以及两组的分数进行了比较，找出了这项研究的结果表明：（1）有一个外国援助问题，因为，其中包括大部分的自由贸易协定“语言问题语言变量;也就是说，口音，语法（语言能力），语言（社会语言学）的社会和文化规则知识，综合语言能力（交际能力）。这些发现来尽可能多的自由贸易协定“的学生数据，从自由贸易协定”。（2）学生正在审查这项研究的态度和助教态度的评价可以通过学生的影响“。（3）因素，如课程的预期档次，科学类（软/硬），以及requiredness（也就是说，如果学生参加课程作为其主要的要求）不影响学生的态度或评价。
Smyrniou, Georgia. Attitudes of foreign teaching assistants and American students at UIUC and their influence on the students' evaluations of foreign teaching assistants[D]. US: University of Illinois at Urbana-Champaign, 1994