A Conversation Analysis of the Function of Silence in Writing Conferences

Autor/inn/en	Mirzaee, Milad; Yaqubi, Baqer
Titel	A Conversation Analysis of the Function of Silence in Writing Conferences
Quelle	In: Iranian Journal of Language Teaching Research, 4 (2016) 2, S.69-86 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Writing Evaluation; Feedback (Response); Second Language Learning; Second Language Instruction; Teacher Student Relationship; Interpersonal Communication; Revision (Written Composition); Foreign Countries; Discourse Analysis; Nonverbal Communication; Graduate Students; Teaching Methods; Interaction Process Analysis; Error Correction; Questioning Techniques; Iran + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonale Kommunikation; Korrektur; Ausland; Diskursanalyse; Non-verbal communication; Nonverbale Kommunikation; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Prozessanalyse; Befragungstechnik; Fragetechnik
Abstract	One of the recent issues in English as a Second/Foreign Language (ESL/EFL) writing instruction has been the quest for a more effective way to give feedback to L2 learners' writing drafts. Although teacher-learner writing conferences have been increasingly used for providing ample opportunity for negotiating revisions, relatively little attention has been given to actual teacher-learner conversation. Drawing on sociocultural theory, which holds that all cognitive developments are results of "social interactions", and drawing on conversation analysis as an analytical tool, this study attempts to explore the different functions of "silence" in writing conferences during teacher-learner conversation. The data comes from transcripts of six 1-hour writing conferences video-recorded in a graduate program with 7 candidates in Iran. During the writing conferences, learners' drafts were discussed. Findings of the study demonstrated that teacher's silence can play a key role in the management of turns in writing conferences, thereby providing the parties with various opportunities for accomplishing intersubjectivity: the teacher used silence to rethink the information provided during writing conferences, and the learner exploited silence to revise the writing draft. The current study, reporting a range of functions of silence in writing conferences, offers an extension to the existing literature and draws language teachers', specifically writing instructors', attention to different functions of silence in writing conferences. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://www.urmia.ac.ir/ijltr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01