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dc.contributor.author Yang, Weiwei en_US
dc.date.accessioned 2011-06-09T21:41:32Z en_US
dc.date.available 2011-06-09T21:41:32Z en_US
dc.date.issued 2006 en_US
dc.identifier.uri http://hdl.handle.net/10125/20204 en_US
dc.description.abstract In a Curriculum Area Meeting (CAM) at ELI, dynamics in dialogues emerge with regards to different group dynamics, participation patterns and language uses. This is assumed to be attributed to the many interweaving identities of the participants from different status (e.g. NS/NNS and novice/expert), gender, and ethnicity. Thus, this study analyzes dialogue from one CAM and explores how identities are represented and negotiated through language use. By answering questions as to who sought for advice, who gave advice to the advice-seeker, and how their status of novice or expert was constructed in the CAM dialogue, it was found that identity is represented and constructed through the use of language in a social context. en_US
dc.format.extent 19 pages en_US
dc.subject ethnographic method en_US
dc.subject advice giving en_US
dc.subject identity construction en_US
dc.subject peer scaffolding en_US
dc.title Advice-seeking and Advice-giving in the ELI CAM: Construction of Novice/Expert Status en_US

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