Peer Scaffolding: interlanguage development through collaborative dialogue
Ano de defesa: | 2006 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Programa de Pós-graduação em Letras
letras |
Programa de Pós-Graduação: |
Não Informado pela instituição
|
Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Link de acesso: | https://app.uff.br/riuff/handle/1/18352 |
Resumo: | The objective of this research was to investigate whether intermediate- level, teenage Brazilian English language learners are able to engage in peer scaffolding whilst working in groups on collaborative tasks. In addition, evidence was sought of the creation of new Zones of Proximal Development during the task-based learning process as proof that interlanguage development can occur through collobarative dialogue. To this end a Sociocultural theory approach to Second Language Acquisition research and learning was adopted and the data for the research was obtained through transcribed recordings of learners collaborative dialogue. Through Microgenetic analysis, evidence of peer scaffolding and interlanguage development amongst learners, using the target language itself, could be observed. |