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Effective communication between Asia...

McMahan, Ryan.

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Effective communication between Asian ESL tutees and college English tutors.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Effective communication between Asian ESL tutees and college English tutors./
作者:	McMahan, Ryan.
面頁冊數:	54 p.
附註:	Source: Masters Abstracts International, Volume: 49-05, page: .
Contained By:	Masters Abstracts International49-05.
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1492107
ISBN:	9781124628639

Effective communication between Asian ESL tutees and college English tutors.
McMahan, Ryan.

Effective communication between Asian ESL tutees and college English tutors. - 54 p.

Source: Masters Abstracts International, Volume: 49-05, page: .

Thesis (M.A.)--The University of Texas at San Antonio, 2011.

This study investigates the dynamics between Asian ESL learners and college-level English tutors. The participants consisted of five Asian ESL learners and three college-level English tutors. One-on-one sessions between the tutors and tutees were observed at the tutors' private residences. Tutees were then interviewed in private immediately after the sessions. These interviews were analyzed using phenomenological description, reduction, and interpretation.

ISBN: 9781124628639Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Effective communication between Asian ESL tutees and college English tutors.
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245 1 0 $a Effective communication between Asian ESL tutees and college English tutors.
300 $a 54 p.
500 $a Source: Masters Abstracts International, Volume: 49-05, page: .
500 $a Adviser: Sara DeTurk.
502 $a Thesis (M.A.)--The University of Texas at San Antonio, 2011.
520 $a This study investigates the dynamics between Asian ESL learners and college-level English tutors. The participants consisted of five Asian ESL learners and three college-level English tutors. One-on-one sessions between the tutors and tutees were observed at the tutors' private residences. Tutees were then interviewed in private immediately after the sessions. These interviews were analyzed using phenomenological description, reduction, and interpretation.
520 $a The themes that manifested themselves in the reduction and interpretation are interrelated and contribute to the study of intercultural communication. Nonverbal communication -- a theme common to all participants -- is arguably at the heart of the tutoring session, because when the tutor demonstrates that he or she is receptive to the tutee's contextual cues (nodding, frowning, changes in posture, etc.), a sense of shared meaning occurs, which is the foundation of relational empathy. The resulting feeling of empathy then allows the tutor and tutee to bond, thereby developing a sense of rapport, which is another theme that all five participants cited as essential to the phenomenon. Lastly, the resulting warmth and friendliness associated with rapport allows the tutee to devote more time to learning English grammar. The phenomenon under study involved the dynamics between Asian ESL learners and college-level English tutors, so the implications for the field of intercultural communication are apparent. Suggestions for future research are offered.
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