The Joint Construction of Meaning in Writing Conferences
Bibliographic Data
| ID | 22871670 |
|---|---|
| Authors | Mari Haneda (0000-0002-5467-6239, University of Nebraska–Lincoln, corresponding author) |
| Year | 2004 |
| Volume | 25 |
| Issue | 2 |
| Pages | 178-219 |
| Publication date | 2004-06-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0142-6001 • E-ISSN: 1477-450X |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1093/applin/25.2.178 |
| OpenAlex | W2069532024 |
| Language | EN |
| Citations received | 10 |
Using an analytical framework that combines insights from a variety of previous studies, the current paper aims to contribute to the description of the joint construction of meaning in pedagogical discourse, in particular in one-on-one teacher–student interaction in writing conferences in a Japanese-as-a-foreign language (JFL) class. The argument is made that it is not the formal properties of the interaction, such as the use of triadic dialogue or the types of questions that teachers ask, that in themselves determine the pedagogical effectiveness of the interaction, but the way in which they are used to achieve particular instructional purposes in a specific setting. The findings indicated that the conferences were characterized by a back and forth movement between dialogic and monologic instructional sequences (Nystrand 1997). The teacher under study made flexible use of triadic dialogue, evident in the manner of exchange initiation and the options selected in follow-up moves, in order to achieve particular pedagogical goals in the moment. The patterns of discourse that occurred varied according to: the students' self-selected revision goals, which were related to their level of target language proficiency; the choice of discourse topic; and the teacher's underlying pedagogical goals.
Argument (complex analysis) · CLARITY · Class (philosophy) · Dialogic · Discourse analysis · Linguistics · Mathematics education · Meaning (existential) · Pedagogy · Sociology · Variety (cybernetics) · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching
“We make the invisible visible”
On authentic questions in academic writing tutorials
Undergraduate thesis supervisory conference
“It sound like a paragraph to me”
Students’ Questions in Writing Center Conferences
Fostering agency through dialogue in classroom writing assessment
Investing in Foreign-Language Writing
Focus and Interaction in Writing Conferences for EFL Writers
Contingent Needs Analysis for Task Implementation
Supporting Second Language Writing Using Multimodal Feedback
| Citations per year | 0.48 |
|---|---|
| Citation span | 2005 - 2024 (20) |
| Highly cited | No |