Language Socialization through Collaborative Reasoning in Peer Group Discussions

Keyu Li; Yan Zhang

doi:10.54097/p1a33x85

Authors

Keyu Li
Yan Zhang

DOI:

https://doi.org/10.54097/p1a33x85

Keywords:

Language socialization, collaborative reasoning, discourse analysis, peer discussion

Abstract

Language socialization has been widely used to examine how learners acquire communicative practices through participation in interaction. However, relatively little research has explored how Chinese EFL learners develop argumentative reasoning in peer discussion from a language socialization perspective. Drawing on Freeman’s argument model (2011), this study employs discourse analysis to investigate the development of reasoning structures in collaborative discussions, with a focus on self-evidence, rebuttal, and counter-rebuttal. The results reveal several developmental patterns. First, students gradually developed preemptive rebuttal, indicating an emerging awareness of potential counterarguments. Second, participants increasingly showed a preference for rebutting the premise or conclusion itself rather than the reasoning process. Third, while fallacious rebuttals appeared during the developing stage, they disappeared in the later stage as collaborative reasoning became more stable. Finally, re-counter-rebuttals emerged in the mature stage, reflecting more sustained argumentative interaction. These findings highlight the dynamic development of argumentative structures in collaborative reasoning and contribute to a better understanding of how peer discussion facilitates the socialization of reasoning practices among EFL learners.

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