Analyzing Talk in ESL Peer Response Groups: Stances, Functions, and Content
Analyzing Talk in ESL Peer Response Groups: Stances, Functions, and Content
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分析 ESL 同伴反应小组中的谈话：立场、功能和内容
DOI：
10.1111/j.1467-1770.1995.tb00456.x
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发表时间：
1995
期刊：
影响因子：
--
通讯作者：
P. Ng
中科院分区：
文献类型：
--
作者：
C. Lockhart;P. Ng
本研究分析了在真实写作课堂上，同伴反应过程中的互动。采用恒定比较法(Gaser&Strauss，1967)对27个回应组的文本进行分析，以确定读者的立场并确定这些立场的特点。我们确定了四种读者立场--权威性、解释性、探索性和协作性。然后，我们分析了在回答会议期间讨论的语言功能和主题。这一分析揭示了四种立场在五个功能类别(总结文章、表达意图、提出建议、提出意见和提供信息)和三个内容类别(写作过程、想法、受众和目的)上的有趣差异。我们的结论是，互动式同伴反应给学生带来了好处。然而，在探究和合作的立场下，作者被鼓励阐明文本的预期意义，从而澄清、扩展和塑造意义。因此，这两种立场使学生对写作过程有了更全面的理解。
This study analyzes the interaction during peer response as it occurs in an authentic writing class. Transcripts of 27 response groups are analyzed using the constant comparative method (Glaser & Strauss, 1967) to identify reader stances and determine the characteristics of these stances. We identified four categories of reader stances—authoritative, interpretive, probing, and collaborative. We then analyzed the language functions and topics discussed during the response sessions. This analysis reveals interesting differences across the four stances in five function categories (Summarize Essay, Express Intention, Give Suggestion, Give Opinion, and Give Information) and in three content categories (Writing Process, Ideas, and Audience and Purpose). We conclude that interactive peer response offers benefits to the students. However, in the probing and collaborative stances, the writer is encouraged to articulate the intended meaning of the text, thereby clarifying, expanding, and shaping meaning. These two stances therefore engage students in a fuller understanding of the writing process.