{"title":"早期写作教学中自然发生的互动模式","authors":"Marit Olave Riis-Johansen, Iris Hansson Myran","doi":"10.1177/14687984231213475","DOIUrl":null,"url":null,"abstract":"This article examines what happens when first grade students (age six) interact and talk with each other while writing individual texts. The data for the study comprises observations and video-recordings from 26 writing lessons in two different first grade classrooms in Norway. The study builds on sociocultural theories of writing that argue that writing is an activity that unfolds within writing communities in which each writer’s knowledge and skills have the potential to become a shared resource for the participants. The analysis found that students’ interactions can be grouped into five categories: copying, unsolicited advice, subteaching, mutual commenting and ignored initiatives. Within these different patterns of interaction, students seemed to explore and practice writing in varying ways; so it is therefore useful for teachers to be aware of what type of interaction is occurring. The findings indicate that students’ interaction elicits many benefits, as students are found to practice spelling, handwriting, and composing; use and develop their writing metalanguage; and experience being writers in a writing community. At the same time, interaction can make students socially vulnerable, and advice from peers can be too focused on correctness and can be unwelcome.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"16 6","pages":""},"PeriodicalIF":1.3000,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Patterns in naturally occurring interactions in early writing instruction\",\"authors\":\"Marit Olave Riis-Johansen, Iris Hansson Myran\",\"doi\":\"10.1177/14687984231213475\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article examines what happens when first grade students (age six) interact and talk with each other while writing individual texts. The data for the study comprises observations and video-recordings from 26 writing lessons in two different first grade classrooms in Norway. The study builds on sociocultural theories of writing that argue that writing is an activity that unfolds within writing communities in which each writer’s knowledge and skills have the potential to become a shared resource for the participants. The analysis found that students’ interactions can be grouped into five categories: copying, unsolicited advice, subteaching, mutual commenting and ignored initiatives. Within these different patterns of interaction, students seemed to explore and practice writing in varying ways; so it is therefore useful for teachers to be aware of what type of interaction is occurring. The findings indicate that students’ interaction elicits many benefits, as students are found to practice spelling, handwriting, and composing; use and develop their writing metalanguage; and experience being writers in a writing community. At the same time, interaction can make students socially vulnerable, and advice from peers can be too focused on correctness and can be unwelcome.\",\"PeriodicalId\":47033,\"journal\":{\"name\":\"Journal of Early Childhood Literacy\",\"volume\":\"16 6\",\"pages\":\"\"},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2023-11-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Early Childhood Literacy\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/14687984231213475\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Early Childhood Literacy","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/14687984231213475","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Patterns in naturally occurring interactions in early writing instruction
This article examines what happens when first grade students (age six) interact and talk with each other while writing individual texts. The data for the study comprises observations and video-recordings from 26 writing lessons in two different first grade classrooms in Norway. The study builds on sociocultural theories of writing that argue that writing is an activity that unfolds within writing communities in which each writer’s knowledge and skills have the potential to become a shared resource for the participants. The analysis found that students’ interactions can be grouped into five categories: copying, unsolicited advice, subteaching, mutual commenting and ignored initiatives. Within these different patterns of interaction, students seemed to explore and practice writing in varying ways; so it is therefore useful for teachers to be aware of what type of interaction is occurring. The findings indicate that students’ interaction elicits many benefits, as students are found to practice spelling, handwriting, and composing; use and develop their writing metalanguage; and experience being writers in a writing community. At the same time, interaction can make students socially vulnerable, and advice from peers can be too focused on correctness and can be unwelcome.
期刊介绍:
Journal of Early Childhood Literacy is a fully peer-reviewed international journal. Since its foundation in 2001 JECL has rapidly become a distinctive, leading voice in research in early childhood literacy, with a multinational range of contributors and readership. The main emphasis in the journal is on papers researching issues related to the nature, function and use of literacy in early childhood. This includes the history, development, use, learning and teaching of literacy, as well as policy and strategy. Research papers may address theoretical, methodological, strategic or applied aspects of early childhood literacy and could be reviews of research issues. JECL is both a forum for debate about the topic of early childhood literacy and a resource for those working in the field. Literacy is broadly defined; JECL focuses on the 0-8 age range. Our prime interest in empirical work is those studies that are situated in authentic or naturalistic settings; this differentiates the journal from others in the area. JECL, therefore, tends to favour qualitative work but is also open to research employing quantitative methods. The journal is multi-disciplinary. We welcome submissions from diverse disciplinary backgrounds including: education, cultural psychology, literacy studies, sociology, anthropology, historical and cultural studies, applied linguistics and semiotics.