A Study on Institutional Characteristics of a Teacher-Student Dialogue in an ESL Writing Conference
Journal of Korea Knowledge Information Technology Society
Korea Knowledge Information Technology Society
Place of Publication
This study investigates an institutional conversation between a teacher and a student during an ESL writing conference. Unlike a typical institutional talk, in this conversation the student (a doctoral candidate in civil engineering) has a higher level of academic status and professional knowledge than the ESL teacher (a master's degree candidate in TESL). The talk was analyzed using a conversation analytic method and ethnographic observation. The results showed that despite the atypical knowledge levels and relationships between the teacher and student, their shared social knowledge regarding the goal of the writing conference helped the teacher successfully utilize the student's knowledge for her pedagogic purpose. Thus, this study demonstrates that orientation toward core goal of the talk between interlocutors is the primary characteristic of institutional talk.
institutional talk, conversation, institutionality, teacher-student interaction, teacher-student communication
IL-Hee Kim and Young-Woo Cho (2010).
A Study on Institutional Characteristics of a Teacher-Student Dialogue in an ESL Writing Conference. Journal of Korea Knowledge Information Technology Society.5 (6), 65-74. South Korea: Korea Knowledge Information Technology Society.