An examination of discourse in writing conferences with adult learners : the monologic-dialogic dynamic

摘要: One-on-one writing conferences are used in many classrooms from primary to post secondary as a way for teacher and learner discuss student writing. As this method is at the adult learning centre where I teach English 11 12, initiated study explore discourse negotiate my with students. Specifically, wanted investigate ways which verbal interplay during these instructional conversations might influence participation understanding of learners, goal gaining insight into kinds either facilitate or inhibit learning. tape recorded three students period ranging two eight weeks, then transcribed coded recordings according emerging themes. gathered photocopies being discussed kept journal perceptions throughout process. Using Bakhtin's notion dialogism, excerpts each participant were selected analysis here--one representing rather monological, conventional teaching practice second reflecting more dialogical interaction. found that patterns influenced both negative positive ways. Negative influences occurred when pursued an unspoken agenda, interrupted, lectured, asked known-answer questions; seen authentic questions, uptake, supportive filler, paraphrasing. It important note, however, did not possess complete control conference. The also exhibited ability type discourse--through surprise, ignoring, interrupting, setting conference appearing be "stuck." In crucial turning point was evident monologue-dialogue dynamic, could direction