Advice Giving in College EFL Writing Tutorials
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This paper explores interactional practices observed in advice giving on grammar and word choices in College EFL writing tutorials within the framework of conversation analysis. The data for the study include 14 audio-taped writing tutorials. The findings indicate that the tutor’s advice giving on grammar is mostly done in the tutor’s first turn in a straightforward manner. By contrast, advice giving on word choices takes stepwise entry and shows several patterns: First, the base pattern involves the tutor’s request for clarification in his/her first turn, the tutee’s response, and the actual advice giving. Next, the base sequence may get expanded. In one of the variations, the tutor asks questions about the source of the problematic word choices after the initial clarification request. It is shown that depending on the nature of the problems, the types of questions used in various patterns differ as well. Regardless of these differences, however, the questions before advice giving all seem to be doing the same preliminary interactional work of establishing the relevance of advice giving, as found elsewhere (Heritage and Sefi 1992; Vehviläinen 2001, etc.). Finally, the study suggests some pedagogical implications including learners’ use of a dictionary.
Abstract
This paper explores interactional practices observed in advice giving on grammar and word choices in College EFL writing tutorials within the framework of conversation analysis. The data for the study include 14 audio-taped writing tutorials. The findings indicate that the tutor’s advice giving on grammar is mostly done in the tutor’s first turn in a straightforward manner. By contrast, advice giving on word choices takes stepwise entry and shows several patterns: First, the base pattern involves the tutor’s request for clarification in his/her first turn, the tutee’s response, and the actual advice giving. Next, the base sequence may get expanded. In one of the variations, the tutor asks questions about the source of the problematic word choices after the initial clarification request. It is shown that depending on the nature of the problems, the types of questions used in various patterns differ as well. Regardless of these differences, however, the questions before advice giving all seem to be doing the same preliminary interactional work of establishing the relevance of advice giving, as found elsewhere (Heritage and Sefi 1992; Vehviläinen 2001, etc.). Finally, the study suggests some pedagogical implications including learners’ use of a dictionary.
참고문헌 (25)
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