ABSTRACT: "This paper reports the results of a study comparing the interactional dynamics of face-to-face and on-line peer-tutoring in writing by university students in Hong Kong. Transcripts of face-to-face tutoring sessions, as well as logs of on-line sessions conducted by the same peer-tutors, were coded for speech functions using a system based on Halliday's functional-semantic view of dialogue.Results show considerable differences between the interactional dynamics in on-line and face-to-face tutoring sessions. In particular, face-to-face interactions involved more hierarchal encounters in which tutors took control of the discourse, whereas on-line interactions were more egalitarian, with clients controlling the discourse more. Differences were also found in the topics participants chose to focus on in the two modes, with issues of grammar, vocabulary, and style taking precedence in face-to-face sessions and more "global" writing concerns like content and process being discussed more in on-line sessions."
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ABSTRACT. This article investigates tutor dominance in academic
writing tutorials within the framework of institutional discourse.
Tutor gender and tutee gender and language proficiency, as well as
the interaction of the three, are considered as exponents of
interactant dominance. Pragmatic measures of tutor dominance
selected are frequency of directives, directive type, and mitigation
strategies. Analysis indicates that these features of tutors' speech
remain relatively constant in interactions with male and female
tutees or with native and nonnative speakers of English. These
results suggest that institutional context outweighs gender and
language proficiency in the definition of participant roles and the
sanctioning of tutor dominance behaviors.
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