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Title: Dialogic creation of plans for writing : a study of classroom-based peer discourse in the target language in a Hong Kong ELL writing class
Author: Lau , Bick Mun Peggy
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2012
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Abstract:
This classroom•based research contributes to an understanding of how student writers in a Hong Kong English Language Learning (ELL) classroom sustained their idea generation processes, co•constructed their social relational climate, and projected their discursive identities mediated in the target language, as they engaged in peer dialogue on planning feature articles to be published in their class magazine. The interplay among the three dimensions: the socio-cognitive strategies used, the social-relational climate co-constructed, and the discursive identities projected, are analyzed and illustrated. The implications of these findings for pedagogy arc discussed. Three research questions arc posed: 1) How did the student writers in this study sustain their idea generation in their peer dialogue mediated in the target language (TL), as they shared ideas on planning their feature articles? 2) How did the student writers co-construct the social l-relational climate in their peer dialogue? . 3) What discursive identities emerged as the student writers engaged in sharing their plans for their writing? A discourse sequence analytic framework is proposed, and analyses are described and presented in Chapter 4, with findings to the three research questions presented. This dissertation study is a contribution to research studies on peer dialogue in exploring how student writers generate ideas among peers during their planning sessions. The salient findings indicated that the three groups of students negotiated different patterns of discourse, based on the way they initiated and responded to each other's use of sociocognitive strategies at utterance level, and also their response to the relational dynamics of their group members. The findings indicated that the use of the socio-cognitive strategies by the group members had social-relational consequences. The findings from the analyses of the interactants discursive identities projected in their dialogue indicated that their discursive identities emanated from the use of their socio-cognitive strategies and the way they co-constructed the social-relational climate, as well as their positioning in their discursive roles. The conclusion chapter reiterated the central focus of this study: the interactive dynamics among the three dimensions, namely, the use of socio-cognitive strategies in the dialogue sequences, the social l-relational climate co-constructed, and the discursive identities projected. Dialogic construction of understanding among peers involves not just the construction of an epistemic milieu, but also a social-relational one. The implication is that students have to be prepared to nurture empathetic dispositions. There has to be an acceptance of their dialogue partners at their level of development and the range of language resources available to them. There also has to be an acceptance of the diversity of response style among dialogue partners. This study captures the interactive dynamics of the three dimensions as the student writers shared their plans in their dialogic space. This is a dynamic, co-constructed process of writers authoring their discursive identities mediated in the target language, and their projection, and response to each other’s target-language selves.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.618546  DOI: Not available
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