Language attitudes and the ‘ITA problem’: Undergraduate reactions to instructors' (non)nativeness and pitch variation

Abstract

This language attitudes study investigates the roles of international teaching assistants' (ITAs') pitch variation and native language in listener reactions. Ninety‐five undergraduates rated native speakers of English and Korean, who had recorded a teaching‐related text once with monotone intonation and once with more varied intonation, on traits used in language attitude (status, solidarity) and ITA (teaching competence, comprehensibility) research. Teacher competence ratings were closely linked to attitudinal ratings. Greater pitch variation was rated more positively on both, while native language played little role. Positive ratings of Korean speakers may be attributed to listeners' difficulty in identifying their (nativelike) accents. Native language was nevertheless central to comprehensibility ratings. Implications include the need to recognize listener as well as speaker roles in (I)TA training and research.