ESL Learners' and Tutors' Expectations of Conversational Participation, Roles, and Responsibility.

Autor/in	Reynolds, Kate Mastruserio
Titel	ESL Learners' and Tutors' Expectations of Conversational Participation, Roles, and Responsibility.
Quelle	(2000), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Students; Communicative Competence (Languages); English (Second Language); Graduate Students; Higher Education; Interviews; Participant Observation; Second Language Instruction; Second Language Learning; Sociolinguistics; Student Participation; Student Role; Triangulation; Tutoring + Suchen Sie Ihr Suchwort? Collegestudent; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Teilnehmende Beobachtung; Fremdsprachenunterricht; Zweitsprachenerwerb; Soziolinguistik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Förderkonzept; Nachhilfeunterricht
Abstract	This qualitative research study used the interactional sociolinguistics approach (Goffman, 1959; Gumperz, 1982) to analyze the expectations of learners and tutors participating in the English-as-a-Second-Language (ESL) Drop-in-Center (DIC) environment. Analysis focused on the learners' and tutors' expectations of the conversation and participation roles that greatly influenced participation within the DIC. Informants in the study included five students in a Teaching English as a Second Language (TESL) master's degree program and 48 ESL students from diverse ethnic and educational backgrounds. Data were triangulated through participant observations, field notes, interviews, documents, and video/audio-taped sessions. Data indicated that there was a crucial gap between tutor and student expectations for participation within the DIC conversations. This conflict influenced the second language acquisition of the students by shaping communication and opportunities for participation in the DIC environment. Pedagogical suggestions are included in the conclusions. Scholarly references appear throughout the text. (Contains 26 references.) (Author/KFT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01