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ERIC Number: EJ1067373
Record Type: Journal
Publication Date: 2015
Pages: 23
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-0950-0782
More than Just Language Advising: Rapport in University English Writing Consultations and Implications for Tutor Training
Lee, Cynthia
Language and Education, v29 n5 p430-452 2015
Adopting a case study approach with multiple data sources, this paper explores the ways in which rapport is built, and its impact on the learning process based on five successive writing support consultations between a native English-speaking (NES) tutor and her second language (L2) tutee in a Hong Kong university. With reference to the prepared coding categories, six strategies that realize the four key elements of rapport management were identified, namely greetings, small talk, the use of qualifiers and mitigation devices, first-person plural pronouns, praises and expressions of empathy, and open-ended questions. These strategies symbolized association, addressed face work and emotional reactions, and encouraged equity in the directive and tutor dominance writing consultations. Motivated by the harmonious relationship, the tutee gradually took a more active role in learning in different ways by asking questions, expressing an opposite view, admitting inadequate knowledge, reflecting on cognitive processes, and initiating small talk. The implicit impact was further reflected in her improved self-rating and the completion of the five consultations. Pedagogical recommendations for tutor training are made.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong