Ta2026
| Ta2026 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Ta2026 |
| Author(s) | Binh Thanh Ta |
| Title | CA and advising, mentoring, and tutoring |
| Editor(s) | Matthew Burdelski, Tim Greer |
| Tag(s) | EMCA, advising, mentoring, tutoring |
| Publisher | Routledge |
| Year | 2026 |
| Language | English |
| City | London |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 373–387 |
| URL | Link |
| DOI | 10.4324/9781032720852-26 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | The Routledge Handbook of Conversation Analysis |
| Chapter | |
Abstract
This chapter reviews conversation analytic research on academic advising, mentoring, and tutoring interactions with English as a second language/EFL students, focusing on how conversation analysis can offer insights on central topics in the field. First, it explores how knowledge asymmetry between tutor and tutee is negotiated and displayed. Second, it investigates how tutees resist advice and how tutors manage such resistance. Third, it addresses how tutors approach language development, highlighting the significance of contingent, individualized language instruction and writer-focused approaches in developing writing skills. The chapter concludes by outlining directions for future research, emphasizing the need for microanalysis of tutor-tutee interactions in diverse educational contexts.
Notes
