present study. First, as the theoretical foundation forpeer revision, two major notions will be introduced, including Sociocultural Theory(SCT), and Scaffolding. Second, the studies of peer-scaffolding and peer revision,both from abroad and at home, will be the focus of the discussion. At the same time,main types of scaffolding functions will be demonstrated, and related studies of themwill be presented. Next, it is the review of previous studies on gender and language.Last is the summary part for the chapter.
2.1 Sociocultural Theory and Scaffolding
As refer to Sociocultural Theory concept, it is an approach which holds thepurpose of exploring the connection between mental functioning and the cultural,institutional and historical conditions in which mental functioning happens(Van Lier,2004 as cited in Pishghadam & Ghadiri, 2011). In other words, Sociocultural Theory(SCT) focuses on the link between social context and individuals’ psychologicaldevelopment (Bruffee, 1993, 1996; Gere, 1987 as cited in Tsai, 2006), and mostimportantly, it regards human mental functioning as necessarily a mediated processwhich is organized by artifacts, activities and concepts (Lantolf, 2000).Lev Vygotsky was the first scholar to put forward this theory. According to him,if human beings need to achieve the goals of social living, language is anindispensable tool for them. Social interaction precedes the development ofknowledge and ability, and “learning is a cognitive activity that takes place in socialinteraction” (Min, 2005, p. 194). Vygotsky (1986) also argues that, if researchersattempt to explore the development process of a little child, their study only focusingon this one child is not enough to get the real scientific facts; How the external socialworld works around the child, and what kind of social activities the child may takepart in, all of these are the indispensable factors which need to study in thedevelopment process of the child; As a result of interaction, external andsocially-mediated dialogue becomes internalized resource for a child’s own thinking.
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2.2 Peer Scaffolding and Peer Revision
In the early time, researchers had concluded major two features of the peer it is the repetition. Di Camilla and Antón (1997) had studied Spanish learners’ peerscaffolding and the result showed that there were many functions of repetition,including distribute the scaffolded help throughout the activity, and thereby hold thescaffold in place, as well as create a cognitive space; Later, other scholars also foundthat students would adopt repetition to confirm understanding, giving hint to markthe possible error, show their understanding and encourage their partner to continuespeaking.The second feature is that most learners tend to use first language tocommunicate. In fact, students feel comfortable when they use L1 and they need notto be nervous in the process of communication, especially for these students at lowerlevels of proficiency.L1 can create a friendly and harmonious atmosphere and serveas a mediational tool to support and sustain interaction. Serving all of these functions,the L1 is “a critical psychological tool that enables learners to construct effectivecollaborative dialogue in the completion of meaning‐based language tasks” (Antón&Di Camilla, 1998, p. 337).
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Chapter Three Methodology........ 22
3.1 Research Questions......... 22
3.2
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