A Study of Verbal Interaction in Discussion Groups in a Writing Class.

Autor/in	Huang, Su-Yueh
Titel	A Study of Verbal Interaction in Discussion Groups in a Writing Class.
Quelle	(1996), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Communication; College Students; Critical Thinking; Discourse Analysis; Discussion Groups; English (Second Language); Foreign Countries; Group Dynamics; Higher Education; Interpersonal Communication; Language Patterns; Language Usage; Majors (Students); Peer Evaluation; Persuasive Discourse; Revision (Written Composition); Second Language Instruction; Skill Development; Thinking Skills; Writing Instruction; Taiwan + Suchen Sie Ihr Suchwort? Klassengespräch; Collegestudent; Kritisches Denken; Diskursanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Gruppendynamik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonale Kommunikation; Sprachmodell; Sprachstruktur; Sprachgebrauch; Persuasion; Persuasive Kommunikation; Korrektur; Fremdsprachenunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Denkfähigkeit; Schreibunterricht
Abstract	Observation of 16 university students of writing in English as a Second Language in Taiwan focused on the nature of interactions during three peer response sessions and one consensus exercise. It examined the kinds of comments made by a writing group in responding to peer writing and the characteristics of the verbal interaction in a consensus exercise. Peer response was used in this context to revise compositions, and consensus exercises to cultivate negotiation and critical thinking skills. Analysis of audiotape recordings of the interactions over two months showed that the students tended to restate the ideas in their peers' writing half of the time, and only one-third of the time were able to challenge or make suggestions to others. There were few evaluative statements, suggesting inability or reluctance to critique peers' work. During the consensus exercise, students showed substantial lack of skills needed to negotiate and synthesize ideas. Deficient in critical thinking skills, they were unable to present arguments with support. Contains 25 references. (Author/MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC