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Lookup NU author(s): Dr Christopher Leyland
This is the authors' accepted manuscript of an article that has been published in its final definitive form by Routledge, 2018.
For re-use rights please refer to the publisher's terms and conditions.
While a good deal of interaction-based research has examined the delivery of advice, a smaller but very important body of work has shifted focus to consider the ways in which advice is resisted by its recipients in various contexts, including writing tutorials at universities. The current study builds on this research by further investigating the interactional work undertaken from advice being resisted to participants reaching a joint consensus. This Conversation Analytic study draws from a collection of twenty-one one-to-one L2 writing tutorials for international students at a British university. When resisting the tutor’s advice, students reveal orientations towards their own levels of competency, providing self-deprecating resistance or high-competence-based resistance. Such responses become a resource for the tutor to diagnose problems and devise solutions better tailored to the needs of the particular recipient. In achieving a joint consensus, tutors rely on strategies such as adapting their initial advice for a less competent student and invoking broader forms of institutionally-preferred behaviours. Finally, this study discusses the importance of students’ knowledge and experience and how resistance can prompt the tutor to engage in important pedagogical work and to act as a ‘cultural informant’.
Author(s): Leyland C
Publication type: Article
Publication status: Published
Journal: Classroom Discourse
Year: 2018
Volume: 9
Issue: 3
Pages: 267-287
Online publication date: 05/06/2018
Acceptance date: 22/05/2018
Date deposited: 22/06/2018
ISSN (print): 1946-3014
ISSN (electronic): 1946-3022
Publisher: Routledge
URL: https://doi.org/10.1080/19463014.2018.1480966
DOI: 10.1080/19463014.2018.1480966
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