More than just language advising: Rapport in university English writing consultations and implications for tutor training

More than just language advising: Rapport in university English writing consultations and implications for tutor training

• Lee, Cynthia The University of Hong Kong

Language and Education, 29(5), 430-452, 2015

Taylor & Francis

2015

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
    • GBE Teaching Methods of Composition & Their Outcomes
• N Students & Student Services
  • NI Tutorial Classes / Schools

Academic Discourse Language Learning Discourse Analysis Language Teaching Teacher–Student Interaction Writing Cognitive Processes Language Learning Teacher Education Teachers Educational Program Evaluation English as Second Language Interpersonal Interaction

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Adopting a case study approach with multiple data sources, this paper explores the ways in which rapport is built, and its impact on the learning process based on five successive writing support consultations between a native English-speaking (NES) tutor and her second language (L2) tutee in a Hong Kong university. With reference to the prepared coding categories, six strategies that realize the four key elements of rapport management were identified, namely greetings, small talk, the use of qualifiers and mitigation devices, first-person plural pronouns, praises and expressions of empathy, and open-ended questions. These strategies symbolized association, addressed face work and emotional reactions, and encouraged equity in the directive and tutor dominance writing consultations. Motivated by the harmonious relationship, the tutee gradually took a more active role in learning in different ways by asking questions, expressing an opposite view, admitting inadequate knowledge, reflecting on cognitive processes, and initiating small talk. The implicit impact was further reflected in her improved self-rating and the completion of the five consultations. Pedagogical recommendations for tutor training are made.
[Copyright of Language and Education is the property of Taylor & Francis. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09500782.2015.1038275]

• English

Journal Articles

• 09500782

• 10.1080/09500782.2015.1038275

https://bibliography.lib.eduhk.hk/bibs/ef4d7b8a

2015-10-16