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Subject Index
- University of Michigan Press
- Chapter
- Additional Information
subiect Index academic literacy skills, 46 active participants, 90-91 adaptability, 139 adult writers, 50 audience awareness, 8 audience expectations, 52 basic intercultural communication skills (BICS), 46 classroom participation, 37-39 class size, 32, 40 cognitive strategies, 131 cognitive style, 78 collaborative learning theory, 2-4 collaborative writing, 4 collective scaffolding, 5, 27 communication patterns, 78 communicative competence, 63 comprehensible output, 6 computer-assisted language learning (CALL),80 consciousness-raising activities, 52 content-based instruction, 45,106 context of peer response, 32 contrastive rhetoric, 111 creativity, 139 cultural backgrounds, 32-34, 38, 39 dual language instruction, 45 effects of peer response, 14, 22-31 on language development, 27 long-term, 27, 28 motivational,14 on revision, 22, 25, 84, 85 short-term, 22-27 E-mail, 21,43, 76, 83 English as a Foreign Language (EFL), 44,45 177 English for Academic Purposes (EAP), 53 English Language Development (ELD), 44,45 ESL pullout programs, 44, 45 feedback, 1, 16,17,23-27,29,83,87, 124 peer, 23-27, 29, 83,87 self,23-25 teacher, 16, 23-27, 29, 83, 87 foci of peer response, 48, 100-121 combination of features, 117-21 content, 30, 48, 101, 104-10 deep content, 107, 108 surface content, 107 grammar and style, 30, 36, 37,48, 101,114-17 rhetoric and organization, 30,44, 48, 101,110-13 foreign language settings, 32, 65 group affiliations, 58 group cohesion, 69, 71, 74 group dynamics, 15, 69 group formation, 60 by gender and age, 63-64 heterogeneous groups, 65, 66, 78 homogeneous groups, 65, 66, 78 by size, 61-63, 76, 77 social attraction, 61 tensions, 66, 67, 71 group goals, 71, 72 grouping, 47,76 assigned, 76 group conflicts, 73, 74 long-standing, 76 self-initiated, 76 task-based,76 group maintenance, 70 group norms and conformity, 69, 70 178 Subject Index group work, 37, 38 group work sustenance, 67 forming, 67 mourninglreforming, 67 norming, 67 performing, 67 storming, 67 immersion education, 45 inactive participants, 92, 93 instructing students in peer response, 25,27,29,122-56 modes, 140-49 computer-mediated peer response, 149-50 oral peer response, 147-49 written, 142-49 rationale, 123-25 responding, 125-51 revision, 151-55 intensive English programs (IEPs), 51 interaction and second language acquisition, 2, 6, 28 language ability, 19 language development, 27, 28 language use, 34, 35, 101 learners' skill dfwelopment, 32, 39-41 linguistic background, 32-34, 38, 39 literacy development, 46-48, 51, 52 maintenance bilingual education, 45 modes of peer response, 21, 39,44,80, 81,88,101,102 asynchronous,80,89 CommonSpace, 86-87, 101 computer-mediated, 83-89 computer- mediated communication (C11C),8, 36,83,84, 149, 150 innovative, 81 1100s, 83-85 synchronous,80,83,89 traditional 81-83 negotiated interaction, 26 negotiation of meaning, 3, 6, 22, 28, 72, 80,98 peer editing process, 1, 20 peer response, 1, 7 perceptions of, 16-19, 20, 21 cognitive level, 18 communicative leveL 18 textual level, 18 sheets, 20, 29, 30, 44, 56, 97, 108, 120, 127, 128, 134-37, 143-48 tasks, 19 peer response activities, 1, 7, 10 cognitive benefits, 7 constraints, 7, 11 linguistic benefits, 7, 9 practical, 7, 10 social benefits, 7, 9 peer review, 1 peer tutoring, 49, 57, 106 perceptions of peer response, 17, 19 cognitive level, 18 communicative level, 18 textual level, 18 portfolio of students' samples, 132 positive classroom atmosphere, 129 process approach, 3, 29,30, 108 process writing theory, 2, 3, 7 product view, 3 proficiency levels, 54 quality revision, 25, 26 question and comment types in peer response, 134-39 revision, 25, 31,84,85, 125 peer, 25 quality, 25 self, 25 role in peer response, 20, 42, 56, 89-97 author, 94-96 facilitator, 93, 94, 96 teacher, 24, 96, 97 troubleshooter, 96 role reversal, 91, 96 scaffolding, 5,27,28,44,47,48 second language acquisition, 2, 6 second language settings, 32, 65, 68 sensitivity, 139 shared linguistic and cultural backgrounds, 33 sheltered instruction, 45 social attraction, 61 social identification theory, 61 social interaction, 4,5,59 sociocultural competence, 139 somewhat active participants, 91-92 [18.116.85.72] Project MUSE (2024-04-17 22:17 GMT) Subject Index 179 specially designed academic instruction in English, 44, 45 surface errors, 100 task achiflVement, 70 task variation, 15 teacher comments, 21 time-efficiency, 12 timing of peer response, 102, 151 transitional bilingual education, 44, 45 turn-taking, 37, 38,63,72 two-way immersion, 45 Vygotsky theory...