Mitigated Advice and Reader Response in ESL Writing Conferences
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This paper revisits the claim that ESL teachers’ mitigation strategies used to soften advice during writing conferences can cause students to misinterpret these comments. Naturally occurring talk between two ESL teacher-student dyads over four writing conferences was examined using a conversation analytic approach. A turn-by-turn analysis of transcripts revealed that teachers often used mitigation strategies, for example, reader response, to avoid appropriation of student text, but ESL students were nevertheless able to interpret these mitigated comments as directives due to their awareness of the institutional context. Results highlight the value of reader response as a mitigation strategy that not only softens the illocutionary force of advice, but also helps ESL students cultivate interactional competence in revision talk. The use of reader response can help reconceptualize the pedagogic role of writing conferences as an opportunity to engage students and raise audience awareness rather than as a means to elicit short-term revisions.
Abstract
This paper revisits the claim that ESL teachers’ mitigation strategies used to soften advice during writing conferences can cause students to misinterpret these comments. Naturally occurring talk between two ESL teacher-student dyads over four writing conferences was examined using a conversation analytic approach. A turn-by-turn analysis of transcripts revealed that teachers often used mitigation strategies, for example, reader response, to avoid appropriation of student text, but ESL students were nevertheless able to interpret these mitigated comments as directives due to their awareness of the institutional context. Results highlight the value of reader response as a mitigation strategy that not only softens the illocutionary force of advice, but also helps ESL students cultivate interactional competence in revision talk. The use of reader response can help reconceptualize the pedagogic role of writing conferences as an opportunity to engage students and raise audience awareness rather than as a means to elicit short-term revisions.
참고문헌 (22)
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