A conversation analysis of the function of silence in writing conferences
One of the recent issues in English as a Second/Foreign Language (ESL/EFL) writing instruction has been the quest for a more effective way to give feedback to L2 learners’ writing drafts. Although teacher- learner writing conferences have been increasingly used for providing ample opp...
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doaj-9a903d86ba7346eb8949acd0eb51dc5c2020-11-25T02:27:44ZengUrmia UniversityIranian Journal of Language Teaching Research2322-12912322-12912016-07-01426986A conversation analysis of the function of silence in writing conferences Milad Mirzaee0Baqer Yaqubi1University of MazandaranUniversity of MazandaranOne of the recent issues in English as a Second/Foreign Language (ESL/EFL) writing instruction has been the quest for a more effective way to give feedback to L2 learners’ writing drafts. Although teacher- learner writing conferences have been increasingly used for providing ample opportunity for negotiating revisions, relatively little attention has been given to actual teacher-learner conversation. Drawing on sociocultural theory, which holds that all cognitive developments are results of ‘social interactions’, and drawing on conversation analysis as an analytical tool, this study attempts to explore the different functions of ‘silence’ in writing conferences during teacher-learner conversation. The data comes from transcripts of six 1-hour writing conferences video-recorded in a graduate program with 7 candidates in Iran. During the writing conferences, learners’ drafts were discussed. Findings of the study demonstrated that teacher’s silence can play a key role in the management of turns in writing conferences, thereby providing the parties with various opportunities for accomplishing intersubjectivity: the teacher used silence to rethink the information provided during writing conferences, and the learner exploited silence to revise the writing draft. The current study, reporting a range of functions of silence in writing conferences, offers an extension to the existing literature and draws language teachers’, specifically writing instructors’, attention to different functions of silence in writing conferences. http://www.urmia.ac.ir/sites/www.urmia.ac.ir/files/1602%20%285%29.pdfwriting conferenceteacher-learner talksilenceconversation analysiswritten feedback |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Milad Mirzaee Baqer Yaqubi |
spellingShingle |
Milad Mirzaee Baqer Yaqubi A conversation analysis of the function of silence in writing conferences Iranian Journal of Language Teaching Research writing conference teacher-learner talk silence conversation analysis written feedback |
author_facet |
Milad Mirzaee Baqer Yaqubi |
author_sort |
Milad Mirzaee |
title |
A conversation analysis of the function of silence in writing conferences |
title_short |
A conversation analysis of the function of silence in writing conferences |
title_full |
A conversation analysis of the function of silence in writing conferences |
title_fullStr |
A conversation analysis of the function of silence in writing conferences |
title_full_unstemmed |
A conversation analysis of the function of silence in writing conferences |
title_sort |
conversation analysis of the function of silence in writing conferences |
publisher |
Urmia University |
series |
Iranian Journal of Language Teaching Research |
issn |
2322-1291 2322-1291 |
publishDate |
2016-07-01 |
description |
One of the recent issues in English as a Second/Foreign Language (ESL/EFL) writing instruction has been
the quest for a more effective way to give feedback to L2 learners’ writing drafts. Although teacher-
learner writing conferences have been increasingly used for providing ample opportunity for
negotiating revisions, relatively little attention has been given to actual teacher-learner conversation.
Drawing on sociocultural theory, which holds that all cognitive developments are results of ‘social
interactions’, and drawing on conversation analysis as an analytical tool, this study attempts to explore
the different functions of ‘silence’ in writing conferences during teacher-learner conversation. The data
comes from transcripts of six 1-hour writing conferences video-recorded in a graduate program with 7
candidates in Iran. During the writing conferences, learners’ drafts were discussed. Findings of the study
demonstrated that teacher’s silence can play a key role in the management of turns in writing
conferences, thereby providing the parties with various opportunities for accomplishing
intersubjectivity: the teacher used silence to rethink the information provided during writing
conferences, and the learner exploited silence to revise the writing draft. The current study, reporting
a range of functions of silence in writing conferences, offers an extension to the existing literature and
draws language teachers’, specifically writing instructors’, attention to different functions of silence in
writing conferences. |
topic |
writing conference teacher-learner talk silence conversation analysis written feedback |
url |
http://www.urmia.ac.ir/sites/www.urmia.ac.ir/files/1602%20%285%29.pdf |
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