L1 or L2 Peer Response Sessions? Differences in Verbal Interactioan between a Writing Group That Communicates in Mandarin Chinese and One That Uses English.

Autor/in	Huang, Su-yueh
Titel	L1 or L2 Peer Response Sessions? Differences in Verbal Interactioan between a Writing Group That Communicates in Mandarin Chinese and One That Uses English.
Quelle	(1996), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Communication; College Freshmen; Comparative Analysis; Critical Thinking; English (Second Language); Foreign Countries; Freshman Composition; Group Dynamics; Higher Education; Language of Instruction; Language Role; Language Usage; Mandarin Chinese; Peer Evaluation; Rhetoric; Thinking Skills; Writing Evaluation; Writing Instruction; Taiwan + Suchen Sie Ihr Suchwort? Klassengespräch; Studienanfänger; Kritisches Denken; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Gruppendynamik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching language; Unterrichtssprache; Sprachgebrauch; Rhetorik; Denkfähigkeit; Schreibunterricht
Abstract	A study conducted in a freshman English class in a Taipei (Taiwan) university investigated how peer response groups functioned in their native language (Mandarin Chinese) and English, a second language. Analysis focused on (1) whether there were qualitative differences in the comments students made about peers' writing in the two languages, and (2) whether qualitative differences in interaction occurred during the peer response sessions. Participants were 35 students randomly assigned to English-language (L2) and Chinese-language (L1) groups, which were further subdivided into three- and four-student peer review groups. Results indicate that during the review session, the L1 group gave more specific comments than the L2 group, and the two groups emphasized different aspects of the compositions. L1 groups focused mainly on language usage, while the L2 groups dealt more evenly with language use, reasoning, and rhetoric. The former communicated more effectively, but the latter appeared more supportive of each other. Implications for teaching and research are discussed. (Contains 29 references.) (Author/MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC