Analyzing Talk in ESL Peer Response Groups

Stances, Functions, and Content

Bibliographic Data

ID7900608
AuthorsCharles Lockhart (City University of Hong Kong, corresponding author), Peggy Ng (0000-0001-8659-5700, City University of Hong Kong)
Year1995
Volume45
Issue4
Pages605-651
Publication date1995-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueLanguage Learning (JOURNAL)
Journal identifiersISSN: 0023-8333 • E-ISSN: 1467-9922
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.1467-1770.1995.tb00456.x
OpenAlexW1964310003
LanguageEN
Citations received30
References cited20

This study analyzes the interaction during peer response as it occurs in an authentic writing class. Transcripts of 27 response groups are analyzed using the constant comparative method (Glaser & Strauss, 1967) to identify reader stances and determine the characteristics of these stances. We identified four categories of reader stances—authoritative, interpretive, probing, and collaborative. We then analyzed the language functions and topics discussed during the response sessions. This analysis reveals interesting differences across the four stances in five function categories (Summarize Essay, Express Intention, Give Suggestion, Give Opinion, and Give Information) and in three content categories (Writing Process, Ideas, and Audience and Purpose). We conclude that interactive peer response offers benefits to the students. However, in the probing and collaborative stances, the writer is encouraged to articulate the intended meaning of the text, thereby clarifying, expanding, and shaping meaning. These two stances therefore engage students in a fuller understanding of the writing process

Class (philosophy) · Content (measure theory) · Content analysis · Epistemology · Function (biology) · Linguistics · Meaning (existential) · Process (computing) · Sociology · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Psychology · Writing and Handwriting Education

Tools

Open DOISci-Hub