Abstract
We present in this paper a technique for employing videotaped segments of actual classroom performances by U.S. and international TAs. This is a method for training ITAs in specific, definable skills in English language, U.S. academic culture and pedagogical performance, while at the same time developing communication strategies for coping with largely undefinable future communicative needs in their work as teaching assistants. After a brief discussion of previous research on lecture comprehension, focusing especially on the effect of discourse markers, we describe our procedure for developing and using the videotaped materials in an ITA training program. We conclude with a discussion of the evaluation of the materials and suggestions for further research.
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