Frame Analysis of Writing Center Interactions: Discourse Analysis of Writing Center Tutorials with NS and NNS Students: Volubility and Questions

The writing center (WC) interaction is one of the least researched interactional situations even though it has become an important academic context which has a sizable impact on students? learning. This study applies the concepts of ?frame? (Goffman, 1974) and ?contextualization cues? (Gumperz, 1982) to the discourse analysis of volubility (turn length and distribution) and questions (question types and frequencies) used in university WC interactions involving native (NS) and nonnative speakers (NNS) of English. In actual WC practices, the collaborative frame described in the by-now-traditional WC theory influenced by social constructionism, the tutor?s frame, and the student?s frame intertwine, and they may often conflict with each other. The research results reflect a gap between the collaborative frame defined in the WC theory and the actual WC practices, and suggest a more flexible and realistic tutor training and tutorial method to narrow the gap. Students and scholars who are interested in discourse analysis, second language acquisition, and/or WC practices in universities will find this book useful.