Modern English Education 2024 KCI Impact Factor : 1.49
-
pISSN : 1598-0782 / eISSN : 2586-6141
- https://journal.kci.go.kr/meeso
KJCKorea
Journal Central
Negotiations and Criticisms in L2 Peer Review Sessions
- Modern English Education
- Abbr : MEESO
- 2018, 19(4), pp.59~71
- DOI : 10.18095/meeso.2018.19.4.59
- Publisher : The Modern English Education Society
- Research Area : Humanities > English Language and Literature > English Language Teaching
- Published : November 30, 2018
이지혜 1
1서울시립대학교
Accredited
ABSTRACT
The purpose of this study is to describe the types of negotiations and the use of criticizing strategies manifested during peer review interactions. Four low-level learners and four native speakers(NSs) of English participated in peer review sessions. The L2 learners, novice peer reviewers, were compared to the NSs who were familiar with peer review tasks from their English writing classes from high school through college. Data were collected through interactive peer review activities. The participants were asked to exchange the first draft of their essays and give suggestions following peer review guidelines. The peer review interactions were audiotaped and analyzed for types of negotiations and criticizing strategies. Discourse analysis revealed that whereas the NSs employed negotiation types to discuss opinions and provide constructive suggestions, the L2 learners mainly discussed the procedures of the peer review task and showed difficulties in comprehending the essay drafts. In realizing criticisms, compared to the NSs, the L2 learners used a relatively narrow range of criticism strategies and mitigating devices. The study analyzes the learner behavior and suggests pedagogical implications for enhancing L2 peer reviews.
Statistics
-
423 Viewed
-
156 Downloaded
Tools
Issue List
Citation status
* References for papers published after 2024 are currently being built.
[journal]
Al-Gahtani, S.
/ 2012
/ Proficiency and sequential organization of L2 requests
/ Applied Linguistics
33(1)
: 42~65
[journal]
Bardovi-Harlig, K.
/ 1990
/ Congruence in native and nonnative conversations : Status balance in the academic advising session
/ Language Learning
40(4)
: 467~501
[book]
Barnes, D.
/ 1976
/ From communication to curriculum
/ Penguin Books
[journal]
Bejarano, Y.
/ 1997
/ The skilled use of interaction strategies : Creating a framework for improved small group communicative interaction in the language classroom
/ System
25(2)
: 203~214
[book]
Brown, P.
/ 1987
/ Politeness: Some universals in language use
/ Cambridge University Press
[journal]
Cardelle, M.
/ 1981
/ Effects on second language learning of variations in written feedback on homework assignments
/ TESOL Quarterly
15(3)
: 251~261
[journal]
Chang, C.
/ 2012
/ Peer review via three modes in an EFL writing course
/ Computers and Composition
29(1)
: 63~78
[journal]
Connor, U.
/ 1994
/ Peer response groups in ESL writing classes: How much impact on revision?
/ Journal of Second Language Writing
3(3)
: 257~276
[journal]
Cotterall, S.
/ 2003
/ Scaffolding for second language writers : Producing an academic essay
/ ELT Journal
57(2)
: 158~166
[journal]
DiCamila, F.
/ 1997
/ Repetition in the collaborative discourse of L2 learners : A Vygotskian perspective
/ Canadian Modern Language Review
53(4)
: 609~633
[journal]
DiPardo, A.
/ 1988
/ Peer response groups in the writing classroom : Theoretical foundations and new directions
/ Review of Educational Research
58(2)
: 119~149
[journal]
Félix-Brasdefer, J. C.
/ 2004
/ Interlangauge refusals : Linguistic politeness and length of residence in the target community
/ Language Learning
54(4)
: 589~653
[journal]
Ferris, D. R.
/ 1995
/ Student reactions to teacher response in multiple-draft composition classrooms
/ TESOL Quarterly
29(1)
: 33~53
[journal]
Ferris, D. R.
/ 2014
/ Responding to student writing : Teachers’ philosophies and practices
/ Assessing Writing
19(1)
: 6~23
[report]
Freedman, S. W.
/ 1987
/ Response to student writing
/ National Council of Teachers of English
[journal]
Gee, T. C.
/ 1972
/ Students’ responses to teacher comments
/ Research in the Teaching of English
6(2)
: 212~221
[journal]
Hyland, F.
/ 2001
/ Sugaring the pill : Praise and criticism in written feedback
/ Journal of Second Language Writing
10(3)
: 185~212
[book]
Hyland, K.
/ 2006
/ Feedback on second language writing: Contexts and issues
/ Cambridge University Press
[book]
Huang, Y.
/ 2007
/ Pragmatics
/ Oxford University Press
[journal]
Kasper, G.
/ 1982
/ Teaching-induced aspects of interlanguage discourse
/ Studies in Second Language Acquisition
4(2)
: 99~113
[book]
Kasper, G.
/ 1997
/ Communication strategies: Psycholinguistic and sociolinguistic perspectives
/ Longman
: 345~360
[journal]
Kasper, G.
/ 1996
/ Developmental issues in interlanguage pragmatics
/ Studies of Second Language Acquisition
18(2)
: 149~169
[journal]
King, A.
/ 1990
/ Enhancing peer interaction and learning in the classroom through reciprocal questioning
/ American Educational Research Journal
27(4)
: 664~687
[book]
Kroll, B.
/ 1991
/ Teaching English as a second or foreign language
/ New-bury House
: 245~263
[book]
Lantolf, J.
/ 2006
/ Sociocultural theory and the genesis of second language development
/ Oxford University Press
[journal]
Lin, P.
/ 2013
/ Scaffolding during peer response sessions
/ Social and Behavioral Sciences
90(10)
: 737~744
[journal]
Liu, J.
/ 2003
/ The effect and affect of peer review in electronic versus traditional modes on L2writing
/ Journal of English for Academic Purposes
2(3)
: 193~227
[web]
Lim, W.
/ 2001
/ An analysis of studentsʼdyadic interaction on a Dictogloss Task (ERIC Document Reproduction Service No. ED 456 649)
/ https://files.eric.ed.gov/fulltext/ED456649.pdf
[journal]
McGroarty, M. E.
/ 1997
/ Triangulation in classroom research : A study of peer revision
/ Language Learning
47(1)
: 1~43
[journal]
Mendonca, C.
/ 1994
/ Peer review negotiations : Revision activities in ESL writing instruction
/ TESOL Quarterly
28(4)
: 745~769
[book]
Mittan, R.
/ 1989
/ Richness in writing: Empowering ESL students
/ Longman
: 207~219
[journal]
Nelson, G.
/ 1998
/ ESL student’s perceptions of effectiveness in peer response groups
/ Journal of Second Language Writing
7(2)
: 113~131
[book]
Nelson, G.
/ 2006
/ Feedback in second language writing:Contexts and issues
/ Cambridge University Press
: 42~59
[journal]
Nelson, G.
/ 1993
/ Peer response groups:Do L2 writers use peer comments in revising their drafts?
/ TESOL Quarterly
27(1)
: 135~141
[thesis]
Nguyen, M.
/ 2005
/ Criticizing and responding to criticism in a foreign language: A study of Vietnamese learners of English
/ doctoral
/ University of Auckland
[journal]
Nguyen, M.
/ 2008
/ Criticising in an L2 : Pragmatic strategies used by Vietnamese EFL learners
/ Intercultural Pragmatics
5(1)
: 41~66
[journal]
Ohta, A.
/ 1995
/ Applying sociocultural theory to an analysis of learner discourse : Learner-learner collaborative interaction in the zone of proximal development
/ Issues in Applied Linguistics
6(2)
: 93~121
[journal]
Paulus, T. M.
/ 1999
/ The effect of peer and teacher feedback on student writing
/ Journal of Second Language Writing
8(3)
: 265~289
[book]
Searle, J. R.
/ 1969
/ Speech acts: An essay in the philosophy of language
/ Cambridge University Press
[journal]
Tracy, K.
/ 1987
/ Good and bad criticism : Descriptive analysis
/ Journal of Communication
37(2)
: 46~59
[journal]
Taylor, W.
/ 1966
/ The effect of praise upon the quality and quantity of creative writing
/ Journal of Education Research
60(2)
: 80~83
[journal]
Yoshida, R.
/ 2008
/ Learners’ perception of corrective feedback in pair work
/ Foreign Language Annals
41(3)
: 525~541
[journal]
윤성원
/ 2012
/
Students’ Perceived Learning Outcomes through Writing Activities in an EFL University Writing Course
/ 현대영어교육
/ 현대영어교육학회
13(3)
: 21~38
[journal]
Zamel, V.
/ 1983
/ The composing process of advanced ESL students : Six case studies
/ TESOL Quarterly
17(2)
: 165~187
[journal]
Zhu, W.
/ 2001
/ Interaction and feedback in mixed peer response groups
/ Journal of Second Language Writing
10(4)
: 251~276