Negotiating the center: An analysis of writing tutorial interactions between ESL learners and native-English speaking writing center tutors.

摘要

As a literacy event, writing center tutorials are a support service for university students needing assistance producing and comprehending college writing assignments. English as a Second Language (ESL) students rely on writing center tutorials (WCT) for assistance in both language and writing aspects. Since tutors are the dominant speakers in the tutorial interaction, they sometimes inadvertently restrict the opportunities ESL students have for both writing and language acquisition. This study examines the interaction between ESL students and native-English speaking (NES) tutors to reveal patterns of WCT interaction and its correlation with learning opportunities. This study also examines the role of social process and practice in the WCTs.; The methodological techniques include conversation analysis (CA) and critical discourse analysis (CDA) as parallel operations as a means to interpret both the immediate and broad social and organizational reality of the WCTs. The findings that emerged from the 24 WCTs recorded and transcribed for this study include: (1) WCT interaction between ESL learners and NES tutors is systematic and asymmetrical. (2) The learner and tutor orient to the participant identities, tasks, and goals of the WCT. (3) WCT interaction restricts the learner's participation which blocks their opportunity to learn. (4) There were more opportunities for language learning than revision in WCTs. (5) The tutor's range of tutoring, teaching, writing, and ESL experiences affect the tutoring practices. (6) ESL students pose a problem for some tutors because of the language, level and/or subject area of their writing assignments.; Because CA provided a detailed description of WCTs and CDA allowed for alternative interpretations of the practices within them, linking CA and CDA was a more effective research method than either CA or CDA alone. The implications of this study include: (a) writing centers should reconceptualize ESL WCTs with the consideration of tutor authority and experience; (b) CA research contributes to second language acquisition (SLA) research by defining the distinct nature of SLA processes within WCT interaction; and (c) a mutual relationship between writing centers and SLA is not only possible, but necessary.