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Exploring Translingual Practices in EFL Teacher-student Writing Conferences: A Case Study
|Issue Date:||2021-08-04 14:22:31 (UTC+8)|
|Abstract:||師生諮詢在寫作教學已廣為使用，諮詢提供師生互動的機會且能立刻討論寫作過程遇到的問題。雖然已有許多寫作諮詢的研究，但是情境大多是在大學教育，且諮詢者大多是寫作中心的助教，而非學生的教師 (Nash, Dawson & Gulozer, 2018)。高中教育的師生寫作諮詢研究尚不足，且極少研究探索跨語實踐理論於寫作諮詢的運用。本研究目的是探究跨語實踐理論在台灣高中寫作諮詢的運用。本研究以跨語主義理論框架探究以下三個研究問題: (一) 在跨語諮詢過程，學生使用哪些策略來提升寫作? (二) 跨語諮詢如何影響學生的寫作發展? (三) 跨語諮詢如何有效地幫助學生發展寫作能力?|
Teacher-student conferences have been used with prevalence in teaching writing. The conferences offer students a chance to interact with the instructor and instantly discuss their problems in the writing process. Although considerable studies of teacher-student conferences for writing have been conducted, most of them are conducted in tertiary education, and focus on “consultant-student” tutorials in a writing center where conference feedback may be given by a consultant who is not the instructor of the student (Nash, Dawson & Gulozer, 2018), and standard English is regarded as the learning goal. Scant studies explore teacher-student writing conferences in high school EFL contexts, nor is the EFL translingual conference explored. This study investigates teacher-student writing conferences incorporating translingual practices in a high school in Taiwan. Specifically, this study was designed to answer three research questions from the lens of translingualism: 1) What are the strategies employed by an EFL student in a translingual conference? 2) How do translingual conferences affect the EFL student’s literacy development? 3) How effective are translingual conferences in helping the EFL writers develop knowledge of academic writing?
A qualitative case study was conducted, and multiple data were collected over one semester. The participant, Mark, was a 12th grader in Taiwan. The data collected in this study included survey data, teacher’s instructional notes and materials, the participant’s writing assignments, conference video data, interview data, as well as the participant’s reflections. The findings revealed that through one-semester practices of translingual conferences, the student’s identity was shaped from a learner to a writer, focusing more on idea generation and organization than on grammar in writing; the student’s writing was shifted from form-focused writing to rhetorical-focused writing, and the student made full use of the negotiation strategies suggested by Canagarajah (2013). Finally, the results showed that the student’s written drafts and revisions over ten translingual conferences were improved according to the rubrics of the General Scholastic Ability Test (GSAT). It is suggested that the translingual practices of teacher-student conferences are effective in not only empowering EFL writers’ agency but also in improving their academic writing knowledge.
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