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Advice Receiving in College EFL Writing Tutorials

Yong-Yae Park 1

1서울대학교

Accredited

ABSTRACT

This paper explores interactional practices observed in advice receiving by the tutees in college EFL writing tutorials within the framework of conversation analysis. The data for the study include 24 audio-recorded writing tutorial sessions at a university in Korea. The findings indicate three types of advice receiving: 1) advice receiving with marked acknowledgments using a:: (‘oh’) to mark the advice to be informative and newsworthy; 2) advice receiving with unmarked acknowledgments; and 3) advice resisting. Advice resisting can be further divided into three types, that is, (1) making excuses, (2) complaining, and (3) disagreeing. In the first two types of advice resisting, the tutors' advice deals with various problematic areas in the tutee's writing, and the tutees resist advice by pointing out their inability to do what is advised or complaining about the complexity of the task. The third type, disagreeing, takes place when the tutees resist the tutors' advice on vocabulary choices. These resisting patterns seem to differ from those observed elsewhere (cf, Heritage and Sefi 1992) and reflect the nature of the tutorials and the particular tutees in this study. Finally, the study suggests some pedagogical implications on EFL learning and tutor training.

Citation status

* References for papers published after 2022 are currently being built.