Interaction patterns and support for learning in the primary foreign language classroom

Carolyn Elizabeth Leslie

doi:10.30827/portalin.vi36.15712

Autores/as

Carolyn Elizabeth Leslie Nova University, Lisbon

DOI:

https://doi.org/10.30827/portalin.vi36.15712

Palabras clave:

Peer interaction, interaction patterns, primary language learning, foreign language learning, support for language learning.

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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Biografía del autor/a

Carolyn Elizabeth Leslie, Nova University, Lisbon

Carolyn Leslie has an MA in Applied Linguistics and TESOL, a Ph.D. in Foreign Language Didactics, and has taught at the Faculty of Social Sciences and Humanities at Nova University, Lisbon since 2010 where she is a member of CETAPS, the research unit for the study of English, Translation and Anglo-Portuguese studies. She teaches on the M.A. in Teaching English in primary education and her research interests lie in the learning opportunities afforded by peer interaction and primary assessment.

Citas

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