Written computer-mediated requests for help by French-speaking students: An analysis of their forms and functions

Minna Puustinen (1, 2) , Josie Bernicot (1) , Alain Bert-Erboul (1)

1 CeRCA [Poitiers] - Centre de recherches sur la cognition et l'apprentissage [UMR 7295]
2 IUFM Nord-Pas-de-Calais - Institut universitaire de formation des maîtres - Nord-Pas-de-Calais

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.

Mots clés: Help seeking; Request for help; Self-regulated learning; Pragmatics of communication; Computer-mediated communication

Domaines: Psychologie

Minna Puustinen, Josie Bernicot, Alain Bert-Erboul. Written computer-mediated requests for help by French-speaking students: An analysis of their forms and functions. Learning and Instruction, 2011, 21 (2), pp.281-289. ⟨10.1016/j.learninstruc.2010.07.005⟩. ⟨halshs-00731487⟩