Scaffolding in the Second Language Learning of Target Forms in Peer Interaction  

支架在同伴互动过程中对二语目标语学习的影响(英文)

作　　者：李丹丽[1] 

机构地区：[1]武汉大学外国语学院

出　　处：《Chinese Journal of Applied Linguistics》2011年第4期107-126,128,共21页中国应用语言学（英文）

基　　金：supported by"the Fundamental Research Funds for the Central Universities"(Project No.:1022759454);"the National Funds for Social Science"(Project No.:10BYY088)

摘　　要：This study draws on sociocultural theory to explore how adult EFL learners interact with each other in learning target form in collaborative task performance. It investigates the features of scaffolding in peer collaboration in which a group of four Chinese undergraduate students are engaged in a writing task in an English enhancement course at a university in Hong Kong. The study also examines how the scaffolding categories affect the learners＇ production of appropriate grammatical forms. The findings advocate the presence of the teacher （or tutor） to direct learners＇ attention to important form-meaning connections in L2 pedagogical group activities due to the limitations of peer interaction.本研究以社会文化理论为支撑,旨在探索成人外语学习者在英语课堂任务合作中的互动规律。在香港某大学英语课堂小组交际环境中,试图观察一组大学生合作完成写作任务时支架在同伴互动过程中的发展特点,其中包括主要的支架策略对二语目标语学习的正面和负面作用,及其对学习者最近发展区的影响。本文总结了同伴互动交际的缺陷,强调了教师在二语教学小组活动中指导学生注意语言形式与意义关联,以及推动最近发展区的重要作用。

关 键 词：SCAFFOLDING ZPD peer interaction target form 

分 类 号：H319[语言文字—英语]