ERIC Number: ED399814
Record Type: RIE
Publication Date: 1995
Pauses and Co-Construction in Chinese Peer Review Discussions.
Using a comparative rhetoric model, a study examined the discourse behavior of native speakers of American English conducting peer review discussions in English and that of native speakers of Chinese performing the same task in Chinese. Data are drawn from audiotape recordings of peer review discussions of eight college students, conducted in college writing classes. One of the discourse features demonstrated by the native speakers of Chinese in this study is co-construction, a discourse phenomenon of collaboration. However, there is considerable difference between individual participants in the frequency of this behavior. While co-construction has been evidenced in studies of English conversation, these native speakers of American English did not manifest similar interactional behavior in their peer review discussions. Contains 21 references. (Author/MSE)
Descriptors: Chinese, College Students, Comparative Analysis, Cooperation, Discourse Analysis, English (Second Language), Higher Education, Interaction, Interpersonal Communication, Language Patterns, Language Research, Linguistic Theory, Native Speakers, North American English, Peer Evaluation, Pragmatics, Second Languages, Suprasegmentals, Writing Instruction
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Pragmatics and Language Learning. Monograph Series Volume 6; see FL 024 134.