Abstract
Chapters 11 and 12 have demonstrated the need for a corpus-based approach to further understand spoken learner-learner (peer response) interactions, and described one way of addressing this need: the L2PR corpus. We have also explored the results of a qualitative analysis of social dynamics in the corpus, and considered the relationship between these dynamics and learning outcomes. In sum, our analysis in Chap. 12 found that pairs who assume a collaborative or expert-novice stance, as opposed to a dominant-dominant or dominant-passive one (Storch 2002), experience better revision outcomes after peer response sessions. In the current chapter, we analyze one feature of learner stance in two sub-sections of the corpus: collaborative talk and non-collaborative talk. Comparing frequencies in the use of modal verbs across the two sub-corpora, we explore how the two groups of learners use these devices to deliver and respond to feedback during peer response sessions.
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Friginal, E., Lee, J.J., Polat, B., Roberson, A. (2017). Linguistic Features of Collaboration in Peer Response: Modal Verbs as Stance Markers. In: Exploring Spoken English Learner Language Using Corpora. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-59900-7_13
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DOI: https://doi.org/10.1007/978-3-319-59900-7_13
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