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ERIC Number: ED447696
Record Type: RIE
Publication Date: 2000-Oct-19
Pages: 22
Abstractor: N/A
ESL Learners' and Tutors' Expectations of Conversational Participation, Roles, and Responsibility.
Reynolds, Kate Mastruserio
This qualitative research study used the interactional sociolinguistics approach (Goffman, 1959; Gumperz, 1982) to analyze the expectations of learners and tutors participating in the English-as-a-Second-Language (ESL) Drop-in-Center (DIC) environment. Analysis focused on the learners' and tutors' expectations of the conversation and participation roles that greatly influenced participation within the DIC. Informants in the study included five students in a Teaching English as a Second Language (TESL) master's degree program and 48 ESL students from diverse ethnic and educational backgrounds. Data were triangulated through participant observations, field notes, interviews, documents, and video/audio-taped sessions. Data indicated that there was a crucial gap between tutor and student expectations for participation within the DIC conversations. This conflict influenced the second language acquisition of the students by shaping communication and opportunities for participation in the DIC environment. Pedagogical suggestions are included in the conclusions. Scholarly references appear throughout the text. (Contains 26 references.) (Author/KFT)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A