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Using a corpus method, this study aimed to increase the understanding of international teaching assistants’ (ITAs’) instructional language use by analyzing co-occurring lexico-grammatical and discourse features of ITA’s mock-teaching presentations in ITA assessment. With this purpose, the study examined the effects of ITAs’ proficiency levels, disciplines, and first language backgrounds on their language patterns. The data comprised a corpus of 165 prospective ITAs’ mock-teaching presentations in ITA assessment. A multidimensional analysis found that overall, the mock-teaching presentations of more proficient ITAs involved more contextual, directive, and personalized framing language features, with interaction effects presented concerning ITAs’ disciplines and first language backgrounds. The study discusses the implications for ITA training and assessment and directions for future studies.