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ERIC Number: EJ908880
Record Type: Journal
Publication Date: 2011-Apr
Pages: 9
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0959-4752
Written Computer-Mediated Requests for Help by French-Speaking Students: An Analysis of Their Forms and Functions
Puustinen, Minna; Bernicot, Josie; Bert-Erboul, Alain
Learning and Instruction, v21 n2 p281-289 Apr 2011
The present study regarded the self-regulated vs. not-self-regulated function and the indirect vs. direct (i.e., polite vs. impolite) linguistic form of middle school students' requests for help. Natural data (149 requests were sent via an online homework-help forum by French-speaking seventh to ninth graders) was used. Nearly 60% of the requests were self-regulated and 70% were indirect (polite). Moreover, self-regulated functions (detailed or general requests about mathematics) were frequently combined with indirect request forms (embedded imperatives, question directives, or hints), suggesting that these students were capable of metacognitive reflection on their homework and followed the pragmatic communication rules of traditional student-teacher situations. (Contains 4 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Grade 8; Grade 9; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A