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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:3416
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.
Chapter Four Scaffolding in collaborative dialogue among peers
4.1 The analysis of LREs
In line 1,after the utterance "and there were,,,there is a 4-second pause, indicating A,sendeavor to search for the English equivalent word for “庆幸的” (fortunate), which isfollowed by the explicit request for help:“"、庆幸怎么说?庆幸,(How do you say'qingxing' in English? Qingxing) B gives the answer fortunately, with ly uttered in a lowpitch, togethCT with the smile showing her uncertainty about it. A incorporates this wordcreatively by cutting off ly and adding so, and then completes the sentence. Here,A,s pauseand explicit request are signs of her actual level and the need for help, and when B offersthe help with uncertainty,A accepts the answer critically and finally formulates the rightversion. The whole process is a demonstration of their co-construction of the use of theword “庆幸的”Therefore, A and B are conciixrently the "scaffoldee" as well asthe “scaffolder”,although B doesn't show any further confirmation of A,s reformulation.Eexcerpt 2 is another example:
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Conclusion
With sociocultural theory as a theoretical framework, which maintains that cognitivedevelopment has its genesis in social interaction, the present study has looked atpeer-peer interaction in English as a second language classroom and has providedadditional evidence for the statements from sociocultural position that 1) when learnersare engaged in negotiation, language is used to serve the functions of scaffolding (Wood,Bruner, & Ross, 1976) and to provide effective assistance as learners progress in the zoneof proximal development (Vgotsky, 1978); 2) the learners' cognitive developmentbrought about by the mutual scaffolding among peers can be traced by the analysis oftheir dialogue, which is considered as the enactment of their mental process (Swain &Lapkin,1998). From the data analyzed in chapter four, we can draw some insights interms of the discursive features of the peers engaged in the jointly sense-making processand their cognitive development brought about in that process.
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Reference (omitted)