Literaturnachweis - Detailanzeige
| Autor/inn/en | Bell, Diana Calhoun; Arnold, Holly; Haddock, Rebecca |
|---|---|
| Titel | Linguistic Politeness and Peer Tutoring |
| Quelle | In: Learning Assistance Review, 14 (2009) 1, S.37-54 (18 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1087-0059 |
| Schlagwörter | Discourse Analysis; Laboratories; Tutors; Peer Teaching; Writing (Composition); Linguistic Theory; Interaction Process Analysis; Language Patterns; Interpersonal Communication |
| Abstract | The goal of this research was to use politeness theory to analyze the developing tutorial relationship between students and peer tutors in a university writing center. The study monitored two pairs of tutors and students over a period of six weeks, focusing on weeks one and six. Using partial transcripts of recorded sessions along with observation notes, the authors used discourse analysis to determine the significance of politeness in the functioning of the tutorial sessions. The authors concluded that in initial sessions, tutors use politeness strategies to shift between the collaborative role as peer and the authoritative role as tutor, relying more on negative politeness strategies, and after six weeks of recurring sessions, tutors rely less on negative politeness strategies and more on positive politeness strategies. (As Provided). |
| Anmerkungen | National College Learning Center Association. Web site: http://www.nclca.org/tlar.htm |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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