The role of discourse in writing conference英文电子书.pdfVIP

Learning as Changing Participation: Discourse Roles in ESL Writing Conferences RICHARD F. YOUNG ELIZABETH R. MILLER English Department English Department University of Wisconsin–Madison University of Wisconsin–Madison 5129 Helen C. White Hall 6144 Helen C. White Hall 600 N. Park Street 600 N. Park Street Madison, WI 53706 Madison, WI 53706 Email: rfyoung@wisc.edu Email: ermiller@wisc.edu This study investigates the acquisition of an unfamiliar discursive practice by an adult Viet- namese learner of English. The practice is revision talk in weekly English as a Second Lan- guage (ESL) writing conferences between the student and his ESL writing instructor. This re- search adopts the interactional competence framework for understanding the interactional architecture and participation framework of the practice. It also draws on the theory of situ- ated learning or legitimate peripheral participation in arguing that changes in the student’s and instructor’s patterns of co-participation demonstrate processes by which the student moved from peripheral to fuller participation. It appears that although the student was the one whose participation was most dramatically transformed, the instructor was a co-learner, and her participation changed in ways that complemented the student’s learning. Through close analysis of the revision talk in four successive writing conferences, this study contributes to our understanding of language learning as co-constructed development in situated discur- sive practices. IN THIS ARTICLE WE REPORT OUR RESEARCH standing of discursive practice, we view learning, on the soci