Use of L1 translation during writing center appointments: Case studies of two Korean tutors.
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Most studies investigating writing center interactions have focused on native speakertutors and non-native speaker tutees, with only a few studies exploring interactionsbetween non-native tutors and tutees. In the few studies that have been done, the role of the first language (L1) has not yet been explored. To this end, this study examines how the L1 is used to facilitate tutor-tutee interactions between two Korean tutors and their tutees as well as whether the use of the L1 makes a difference in the tutees’ revisions by using qualitative analyses. The results reveal that the two tutors use the L1 differently: Ms. Kim for eliciting corrections from her tutees, but Ms. Lee forconfirming the intentions of her tutees. These different uses of the L1 lead to differenttypes of feedback: Ms. Kim utilizes tutor-initiated but tutee-identifying feedback morefrequently, while Ms. Lee uses tutor-initiated and tutor-identifying feedback morefrequently. Moreover, while almost all of Ms. Kim’s feedback was incorporated intoher tutees’ revisions, Ms. Lee’s feedback was not reflected in tutees’ revisions to asgreat an extent. This study implies that the use of L1 translation can serve as a mediumto elicit tutees’ participation during writing center appointments.
Abstract
Most studies investigating writing center interactions have focused on native speakertutors and non-native speaker tutees, with only a few studies exploring interactionsbetween non-native tutors and tutees. In the few studies that have been done, the role of the first language (L1) has not yet been explored. To this end, this study examines how the L1 is used to facilitate tutor-tutee interactions between two Korean tutors and their tutees as well as whether the use of the L1 makes a difference in the tutees’ revisions by using qualitative analyses. The results reveal that the two tutors use the L1 differently: Ms. Kim for eliciting corrections from her tutees, but Ms. Lee forconfirming the intentions of her tutees. These different uses of the L1 lead to differenttypes of feedback: Ms. Kim utilizes tutor-initiated but tutee-identifying feedback morefrequently, while Ms. Lee uses tutor-initiated and tutor-identifying feedback morefrequently. Moreover, while almost all of Ms. Kim’s feedback was incorporated intoher tutees’ revisions, Ms. Lee’s feedback was not reflected in tutees’ revisions to asgreat an extent. This study implies that the use of L1 translation can serve as a mediumto elicit tutees’ participation during writing center appointments.
참고문헌 (20)
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