More than just language advising: Rapport in university English writing consultations and implications for tutor training

Abstract

Adopting a case study approach with multiple data sources, this paper explores the ways in which rapport is built, and its impact on the learning process based on five successive writing support consultations between a native English speaking (NES) tutor and her second language (L2) tutee in a Hong Kong university. With reference to the prepared coding categories, six strategies that realize the four key elements of rapport management were identified, namely greetings, small talk, the use of qualifiers and mitigation devices, first-person plural pronouns, praises and expressions of empathy, and open-ended questions. These strategies symbolized association, addressed face work and emotional reactions, and encouraged equity in the directive and tutor dominance writing consultations. Motivated by the harmonious relationship, the tutee gradually took a more active role in learning in different ways by means of questions, expression of an opposite view, admission of inadequate knowledge, reflection on cognitive processes, and initiation of small talk. The implicit impact was further reflected in her improved self-rating, positive evaluation and completion of the five consultations. Pedagogical recommendations for tutor training are made.