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The Strategic Use of Withdrawal by Korean Tutors of English Writing

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.18 No.1 (2021.04)바로가기
  • 페이지
    pp.95-107
  • 저자
    Sookyung Cho, Dahee Kim, Cheol Baek, Hyeon-Ji Lee
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A393965

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원문정보

초록

영어
This study explores how Korean writing tutors use withdrawal, i.e., canceling feedback or questioning the reliability of feedback, and the different purposes of employing this strategy. While studies investigating interactions between writing tutors and tutees usually focus on those between L1 tutors with non-native speaker tutees, recently, a few studies have examined non-native speaker tutor interactions with tutees. However, very few attempts have been made to examine how EFL tutors work with their tutees. EFL tutor interactions are interesting in that due to self-perceptions of lower English proficiency, these tutors may use unique strategies when interacting with their tutees. To explore these strategies, we audio-recorded 11 writing tutorials of four Korean writing tutors across one semester and interviewed the tutors. Analysis of the recorded data reveals that all four tutors frequently used the strategy of withdrawal. The interviews confirm that withdrawal accomplishes multiple functions: compensating for the tutor’s uncertainty and limited knowledge, attributing the responsibility of revision to the tutee, and considering the tutee’s intentions and emotions. These findings are an important step to better understand non-native writing tutor-tutee interactions and can provide guidance on training future tutors.

목차

Abstract
Introduction
Literature Review
Strategies Used by Native Speaker Tutors
Strategies Used by Non-native Speaker Tutors
Method
Participants
Writing Tutorials
Posterior Interviews
Results
Withdrawals at Decision
Discussion and Conclusion
Acknowledgements
The Authors
References

키워드

withdrawal tutor interaction tutor feedback EFL non-native tutors

저자

  • Sookyung Cho [ Hankuk University of Foreign Studies ]
  • Dahee Kim [ Hankuk University of Foreign Studies ]
  • Cheol Baek [ Hankuk University of Foreign Studies ]
  • Hyeon-Ji Lee [ Hankuk University of Foreign Studies ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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