Activating the ZPD: Mutual scaffolding in L2 peer revision
Activating the ZPD: Mutual scaffolding in L2 peer revision
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DOI：
10.1111/0026-7902.00052
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发表时间：
2000-03-01
影响因子：
4.9
通讯作者：
Villamil, OS
中科院分区：
文献类型：
--
作者：
De Guerrero, MCM;Villamil, OS
维果茨基的最近发展区概念及其相关的支架式隐喻为研究英语写作课堂中的同伴协作提供了理论基础。本研究的目的是观察复习策略在两个学习者在各自的ZPD中形成的心理空间中形成和发展的机制。本研究采用微遗传学的方法分析了两名二语中级学生(读者和作者)在合作修改其中一人的叙事性文本时产生的交互作用。虽然在修改的前半部分，读者扮演了至关重要的角色，但读者和作者都成为了修改任务中的积极伙伴，相互引导的支持相互作用。总体而言，结果表明，在第二语言(L2)同伴修改支架可能是双向的，而不是单向的。
Vygotsky's concept of zone of proximal development and its related scaffolding metaphor serve as the theoretical basis for the study of peer collaboration in the English as a Second Language (ESL) writing classroom. The purpose of the study was to observe the mechanisms by which strategies of revision take shape and develop in the interpsychological space created when 2 learners are working in their respective ZPDs. A microgenetic approach was adopted to analyze the interaction produced by 2 intermediate ESL college students (a "reader" and a "writer") as they worked collaboratively in revising a narrative text written by one of them. Although in the first half of the revision session the reader played a crucial role as mediator, both reader and writer became active partners in the revision task with guided support moving reciprocally between each other. In general, results showed that in second language (L2) peer revision scaffolding may be mutual rather than unidirectional.