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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-06-18编辑:lgg点击率:3412
论文字数:36100论文编号:org201406181049036542语种:英语 English地区:中国价格:$ 66
摘要:The present study is going to investigate into the process of co-construction amongpeers in English as a second language (English L2) classroom, which can make acontribution to the study of L2 peer-peer interaction and then to SLA study in general fromthree aspects.
2.1 An overview of the research background
Over the past two decades, the ongoing cognitive-social debate on second languageacquisition derives from their different ontologies and epistemologies,with the cognitiveperspective assuming a basic division between mind and world,language and the messageit conveys while the social/contextual view holding that human and the society,languageand culture are symbiotic. Historically, the field of SLA has been dominated by a highly cognitivist orientation.From this perspective, L2 learning is essentially a mental process,as cited:Theorists and researchers tend to view SLA as a mental process, that is, to believethat language acquisition resides mostly, if not solely, in the mind. (Davis, 1995: 427-428)Most SLA researchers view the object of inquiry as in large part an internal, mentalprocess. (Long, 1997:319)SLA has been essentially a psycholinguistic enterprise, dominated by thecomputational metaphor of acquisition, (Ellis, 1997: 87)It is fair to say that the dominant theoretical influences [in SLA] have been linguisticand psycholinguistic. . . . While more socially oriented views have been proposed fromtime to time, they have remained relatively marginal to the field
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2.2 Sociocultural Theory
Sociocultural theory derives from the theories proposed by Soviet psychologist LevVygotsky about development of child mind,which was initially named socio-historictheory. Since the first of Vygotsky's many writings were translated into English, Thoughtand Language, in 1962, his sociocultural theories of child development have becomeincreasingly influential. Some researchers (e.g., Frawley & Lantolf, 1985; Lantolf &Frawley,1988) were persuaded by the work of Vygotsky and Some psychologists,especially those who devoted to children development, such as Jerome Bruner (1985),James Wertsch (1985,1998) as well as other language educators (Mercer, 1995,2000;Wells, 1999; Swain, 1997) have further elaborated his theory . Sociocultural Theory and theGenesis of Second Language Development (2006), the collaborative work of J. Lantolf andS. Thome,covers the main views of sociocultural theory and achievements of itsapplication into second language acquisition over the two decades, representing amilestone in the course of SLA research from sociocultural dimension.
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Chapter Three Research Methodology.......... 26
3.1 Research purposes and questions .......... 26
3.2 The nature of the research.......... 28
3.3 Data sources and analysis.......... 29
3.3.1 The sources of the data .......... 29
3.3.2 The process of data analysis.......... 30
Chapter Four Scaffolding in collaborative dialogue amongpeers.......... 32
4.1 The analysis of LKEs.......... 32
4.1.1 Request for help.......... 32
4.1.2 Ways of correction..........34
4.1.3 Other features of scaffolding..........36
4.2 The analysis of TREs ..........39
4.3 Interactive features presented In collaborative dialogues.......... 49
Chapter Five Conclusion ..........54
5.1 Summary of major findings.......... 54
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