16.2505, Diss: Applied Ling/Discourse Analysis: Frazier: 'Co-...'

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LINGUIST List: Vol-16-2505. Tue Aug 30 2005. ISSN: 1068 - 4875.

Subject: 16.2505, Diss: Applied Ling/Discourse Analysis: Frazier: 'Co-...'

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1)
Date: 30-Aug-2005
From: Stefan Frazier < sfrazier at sjsu.edu >
Subject: Co-Constructing Literacy Spaces: Examining the talk of undergraduate composition students in classroom peer group interaction 

	
-------------------------Message 1 ---------------------------------- 
Date: Tue, 30 Aug 2005 09:59:14
From: Stefan Frazier < sfrazier at sjsu.edu >
Subject: Co-Constructing Literacy Spaces: Examining the talk of undergraduate composition students in classroom peer group interaction 
 


Institution: University of California, Los Angeles 
Program: Department of TESL & Applied Linguistics 
Dissertation Status: Completed 
Degree Date: 2005 

Author: Stefan Frazier

Dissertation Title: Co-Constructing Literacy Spaces: Examining the talk of
undergraduate composition students in classroom peer group
interaction 

Dissertation URL:  http://www.bol.ucla.edu/~sfrazier/diss.pdf

Linguistic Field(s): Applied Linguistics
                     Discourse Analysis


Dissertation Director(s):
Frederick Erickson
Charles Goodwin
Marjorie Harness Goodwin
Christine Holten

Dissertation Abstract:

University and college composition instructors regularly assign their
students classroom group work in which the students are to 'share their
ideas' with each other about work they have done or will do. One rationale
for such group work discussion is that students will learn from each other,
and the ideas, understandings, or stylistic choices they share will enhance
each student's progress toward more complete coverage of their work. In
addition, the talk that occurs during group work is meant to help students
to recall life experiences that they might then incorporate as narrative in
later versions of their work.

But what are our students actually saying as they report to each other in
groups, what is their talk doing to their interaction, and how is their
interaction organized? This dissertation analyzes the structures of talk
and embodied interaction in student group work in university writing
classrooms. Using video data of naturally occurring interactions (rather
than experimental data), the dissertation draws its methodological
inspiration from conversation analysis and from analytic approaches to the
way talk, gesture, and other forms of embodiment join in a semiotic ecology
to produce social action in the course of interaction.

Students in group work 'share their ideas' in highly structured ways: their
'reports' are similar to 'stories' in ordinary conversation; they produce
ongoing evaluations of each others' ideas in precise, relevant positions;
and they may produce 'followup reports' that reflect and legitimize a
report they have just heard. In addition, they sometimes make errors about
what they are meant to be doing, but have precise and effective means of
redressing such errors. In short, students in group work make effective use
of a range of semiotic / interactional resources to show that they are
'doing group work.' 




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