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The oh no! syndrome: A language expe...

Rao, Nagesh.

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The oh no! syndrome: A language expectation model of undergraduates' negative reactions toward foreign teaching assistants.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The oh no! syndrome: A language expectation model of undergraduates' negative reactions toward foreign teaching assistants./
作者:	Rao, Nagesh.
面頁冊數:	149 p.
附註:	Source: Dissertation Abstracts International, Volume: 55-12, Section: A, page: 3685.
Contained By:	Dissertation Abstracts International55-12A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9512129

The oh no! syndrome: A language expectation model of undergraduates' negative reactions toward foreign teaching assistants.
Rao, Nagesh.

The oh no! syndrome: A language expectation model of undergraduates' negative reactions toward foreign teaching assistants. - 149 p.

Source: Dissertation Abstracts International, Volume: 55-12, Section: A, page: 3685.

Thesis (Ph.D.)--Michigan State University, 1994.

The "Oh No! Syndrome" represents the reactions of U.S. undergraduates towards a foreign teaching assistant (TA) when s/he walks into class on the first day of a term. Since 1982, the Oh No! Syndrome has been studied as a "foreign TA language problem." It became apparent, however, that training the foreign TA alone would not get rid of the Oh No! phenomena. Researchers have argued recently that U.S. undergraduates play an equally important role for the existence of the Oh No! Syndrome.Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

The oh no! syndrome: A language expectation model of undergraduates' negative reactions toward foreign teaching assistants.
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245 1 4 $a The oh no! syndrome: A language expectation model of undergraduates' negative reactions toward foreign teaching assistants.
300 $a 149 p.
500 $a Source: Dissertation Abstracts International, Volume: 55-12, Section: A, page: 3685.
500 $a Major Adviser: Steven R. Wilson.
502 $a Thesis (Ph.D.)--Michigan State University, 1994.
520 $a The "Oh No! Syndrome" represents the reactions of U.S. undergraduates towards a foreign teaching assistant (TA) when s/he walks into class on the first day of a term. Since 1982, the Oh No! Syndrome has been studied as a "foreign TA language problem." It became apparent, however, that training the foreign TA alone would not get rid of the Oh No! phenomena. Researchers have argued recently that U.S. undergraduates play an equally important role for the existence of the Oh No! Syndrome.
520 $a To better understand the role of undergraduates in the Oh No! Syndrome, this study offered the Language Expectation Model (LEM) to explore undergraduates' affective, cognitive, and behavioral responses when they interact with a foreign TA on the first day of class. The LEM predicted that undergraduates have a strong negative expectation of their foreign TAs' language skills, that is, they will speak with an accent that is difficult to follow. Specifically, when undergraduates' expectations are confirmed, they should feel angry and anxious, evaluate the foreign TA negatively, and should drop a class taught by a foreign TA. Conversely, when undergraduates' expectations are violated, they should be relieved and happy, evaluate the foreign TA favorably, and should stay in a class taught by a foreign TA.
520 $a Students were nested in a 2 x 2 x 2 design (confirmed versus violated expectations, strong versus weak expectations, chemistry lab lecture versus interpersonal communication lecture). Undergraduate students began the experiment by answering a questionnaire measuring their language expectations of foreign TAs. After watching a foreign TA lecture on a video tape, students evaluated the foreign TA on task, relational, and communication competence.
520 $a Results indicated that the data were consistent with most of the hypotheses. When expectations were confirmed, students felt more angry and anxious, evaluated the foreign TA less favorably, and were more likely to drop a class taught by a foreign TA, than when expectations were violated. Interestingly, when expectations were violated, students with strong expectations had more positive evaluations of foreign TAs than students with weak expectations, in certain cases.
520 $a The implications of these findings for: (1) the LEM, (2) training undergraduates to communicate more effectively with foreign TAs, and (3) future research were discussed.
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650 4 $a Language, General. $3 1018089
650 4 $a Education, Higher. $3 543175
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710 2 $a Michigan State University. $3 676168
773 0 $t Dissertation Abstracts International $g 55-12A.
790 1 0 $a Wilson, Steven R., $e advisor
790 $a 0128
791 $a Ph.D.
792 $a 1994
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