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Carolyn Elizabeth Leslie
Nova University, Lisbon
Portugal
Biografía
Núm. 36 (2021): Junio, Artículos, Páginas 65-82
DOI: https://doi.org/10.30827/portalin.v0i36.15712
Recibido: Jul 23, 2020 Aceptado: Mar 2, 2021 Publicado: Jun 7, 2021
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Resumen

En este artículo empleamos perspectivas socioculturales y cognitivas para investigar cómo los estudiantes de lenguas extranjeras se apoyan mutuamente durante la interacción entre pares y qué influencia ejercen diferentes modelos de interacción. Se grabó a los estudiantes participando en tres tareas orales en una clase de 4º año de Primaria y se utilizó el modelo de patrones de interacción de Storch (2002) para clasificar las interacciones. El análisis cualitativo y cuantitativo muestra cómo manejaron una variedad de estrategias para apoyar la producción de sus compañeros. También revela que la mayoría trabajaron de forma colaborativa, que la colaboración aumentó con la repetición de la tarea y que las parejas que se implicaron en una interacción colaborativa proporcionaron mayor apoyo. Sin embargo, otros pares mostraron menos reciprocidad y se implicaron poco en las contribuciones de los demás. El análisis cuantitativo indica que estos participantes son quienes menos apoyo se brindaron unos a otros para el aprendizaje de la lengua, puesto que no solicitaron ayuda, una de las estrategias empleadas por otros pares.

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