L2 Journal: An electronic refereed journal for foreign and second language educators

Many synchronous computer-mediated communication (SCMC) studies have been conducted on the nature of online interaction across a range of pragmatic issues. However, the detailed analyses of resistance to advice have received less attention. Using the methodology of conversation analysis (CA), the present study focuses on L2 peer review activities in a synchronous online context: that of giving and receiving advice based on participants’ writing drafts. In L2 peer review activities, advice givers are momentarily positioned as the more knowledgeable party on the issue being discussed, while advice recipients can be viewed as having a subordinate status. I show that advice recipients invoke authority, provide a justification, or initiate inquiries to indicate resistance in a delicate manner. I argue that these resistance strategies cooperate to establish the recipients’ identities as competent, independent participants and to assert their primary rights over their manuscripts. The study reveals that L2 SCMC peer response is not only a means for participants to develop rhetorical knowledge, but also to negotiate advice and manage interactional practices.