Collaboration and Writing Development in L2 Spanish: A Microanalytic Perspective

Autor/in	Olovson, Brian
Titel	Collaboration and Writing Development in L2 Spanish: A Microanalytic Perspective
Quelle	In: Dimensions, (2023), S.10-33 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Cooperative Learning; Writing Instruction; Second Language Learning; Spanish; Collaborative Writing; Discourse Analysis; College Students; Writing Processes; Group Dynamics + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Schreibunterricht; Zweitsprachenerwerb; Spanisch; Diskursanalyse; Collegestudent; Gruppendynamik
Abstract	This case study focuses on how two learners position themselves as partners in a collaborative writing activity in a Spanish Writing course. I utilize a micro-discourse analytic approach (Eskildsen & Markee, 2018; van Compernolle, 2015, 2018) to highlight the situated nature of collaboration and the dynamicity of the collaborative writing process as it unfolds turn-by-turn during their interactions. This type of analysis permits researchers to explore how learners orient to their partners and to the language they are producing, and what learners do with their talk (Markee, 2000), so that researchers can observe their competence-in-action (Pekarek Doehler, 2013). The discursive practices of the pair suggested that they viewed collaboration as a way to trade off the role of being expert based on whether their attention was focused on content or language. (As Provided).
Anmerkungen	Southern Conference on Language Teaching. P.O. Box 33615, Decatur, GA 30033. Tel: 404-290-1942; Web site: http://www.scolt.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01