Written computer-mediated requests for help by French-speaking students: An analysis of their forms and functions
Learning and Instruction Volume 21, Number 2, ISSN 0959-4752 Publisher: Elsevier Ltd
The present study regarded the self-regulated vs. not-self-regulated function and the indirect vs. direct (i.e., polite vs. impolite) linguistic form of middle school students’ requests for help. Natural data (149 requests were sent via an online homework-help forum by French-speaking seventh to ninth graders) was used. Nearly 60% of the requests were self-regulated and 70% were indirect (polite). Moreover, self-regulated functions (detailed or general requests about mathematics) were frequently combined with indirect request forms (embedded imperatives, question directives, or hints), suggesting that these students were capable of metacognitive reflection on their homework and followed the pragmatic communication rules of traditional student–teacher situations.
Puustinen, M., Bernicot, J. & Bert-Erboul, A. (2011). Written computer-mediated requests for help by French-speaking students: An analysis of their forms and functions. Learning and Instruction, 21(2), 281-289. Elsevier Ltd.
Cited ByView References & Citations Map
Hedieh Najafi, Carol Rolheiser, Laurie Harrison & Will Heikoop, University of Toronto, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 1476–1485
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.