Abstract

AbstractThe present article approaches the subject of oral formulation practices in multilingual and conversational writing interactions. Within the framework of pluriliteracy in the context of foreign language practice at university, special emphasis is placed on the manifestations of linguistic repairs as a mechanism, integrated in sequences of interactive formulation. By analyzing extracts of an interaction between three students according to the method of conversation analysis (CA), linguistic and interactional particulars of these repairs are identified, allowing for a first typology of formulation procedures with embedded repair operation.A second aim is to demonstrate in what way different languages are being used during the formulation process. By doing so, the question of how students draw on their plurilingual resources is discussed. The overall issue is addressed through a theoretical framework of functional language distribution in conversational writing.

Highlights

  • In the field of plurilingualism, qualitative studies on the plurilingual academic literacy practices of university students are still lacking

  • Regarding the macro-structure15 of the conversational writing interaction of Amna, Carola and Maike recorded for my analysis, six higher-level phases of interactive writing and negotiation can be distinguished: 13 There is reason to assume that Amna’s formal register of French is more developed than could possibly be the case with the other students and that she performs dominantly during formulation processes

  • The first aim of this paper was to create a preliminary typology of repair operations within the setting of multilingual and conversational writing interaction

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Summary

Introduction

In the field of plurilingualism, qualitative studies on the plurilingual academic literacy practices of university students are still lacking. Bi-plurilingual formulation practices vided an extensive qualitative study and monograph on professional writing in various languages She raises the question, inter alia, of how plurilingual students and scientists draw on their linguistic repertoires when drafting academic texts – a question of high relevance for the present study as well. This article focuses on formulation practices of plurilingual students in conversational writing interaction within the scope of academic literacy development and learning through the use of plurilingual repertoires. For this purpose, I present preliminary results from a qualitative case study involving students of Romance languages at Goethe University Frankfurt.

State of research
Oral procedures of formulation within conversational writing interactions
Plurilingual writing practices
Frameworks and pre-conditions
Date and time of the writing interaction
Detailed sequence analysis
Different variants of embedded repair within formulation sequences
Self-initiated and self-executed repair
Other-initiated and other-executed repair
Self-initiated and other-executed repair
Summary of findings
Concluding remarks
Full Text
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