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ABSTRACT Grammar teaching within the context of the communicative approach is an issue for the entire foreign language teaching profession. International Teaching Assistants (ITAs) find this topic particularly vexing because of their normally strong grammatically oriented language learning backgrounds. Qualitative data obtained from Teaching Assistant (TA) surveys, interviews, journal entries, and videotape critiques were analyzed to discover the specific concerns of ITAs about grammar and how these concerns influence the identified ITA problems of language, cross‐cultural communication, and pedagogy. A thematic summary of the data and pedagogical implications for TA and ITA training are presented and serve as a call to ITA trainers for clearer instructions about grammar teaching.
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Stored only when both papers are in the corpus — 27 citations exist upstream.
Papers that cite the same references — the relational fallback while embeddings are still backfilling.
Imported from OpenAlex (CC0) — nothing here is generated.