ERIC Number: ED432916
Record Type: RIE
Publication Date: 1999-Mar
Reference Count: N/A
NS-NNS Interaction in Academic Writing Tutorials: Discourse Analysis and Its Interpretations.
A study compared the language of interactions of teachers with students who are native speakers (NSs) and non-native speakers (NNSs) of English in academic writing tutorial sessions. Data were gathered through discourse analysis of transcripts of 12 tutorials and interviews with the participants. Analysis of talk examined topic initiation, directive and mitigation type and frequency, and negotiation of acceptances and rejections of suggestions and evaluations. Also investigated were volubility, overlaps, backchannels, and laughter. Results indicate that tutors were less conversationally involved with their NSS students than with their NS students, and their behavior was more variable with NNSs, suggesting that tutors have yet to discover adequate "frames" for interactions with NNSs. NNS student expected their tutors to behave as higher-status interlocutors, and interpreted tutor behaviors such as volubility, directive frequency, and forcefulness as consistent with their constructions of tutors as a type of teacher with inherent rights to such behavior. In contrast, tutors were largely critical of their own behavior and of their students' expectations that they behave authoritatively. (Contains 16 references.) (MSE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association for Applied Linguistics (21st, Stamford, CT, March 1999).