Learner/learner interaction

Learner/learner interaction: PLE Learning in Collaboration

Authors

  • Francisca das Chagas Caetano-Rousselot Université de Nancy 2

Keywords:

Interaction learner-learner, scaffolding, ZPD, autonomy, collaboration

Abstract

This paper presents a number of considerations resulting from a research project on learner/learner interaction in the collaborative learning of Portuguese. In the context of Vygotskyan and Neo-Vygotskyan theories calling on the metaphors of 'scaffolding' and the 'ZPD', particular emphasis is placed on task-based pairs-practice between learners of approximately the same linguistic level. An attempt is also made to establish a relationship between these two metaphors and the notion of autonomy, as a way of facilitating the development of the learners' communicative competence. The study was carried out with young French learners of Portuguese in a public secondary school in Nancy, France. The students are of Portuguese descent. It was hypothesized that when pairs of learners are trying to solve complex problems they are able to help one another without having recourse to a teacher by participating in 'scaffolding' exchanges. The paper sets out to distinguish between how much help they provide one another and how much is provided in their interaction with the teacher during the task-work.

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Published

2005-06-01

How to Cite

Caetano-Rousselot, F. das C. . (2005). Learner/learner interaction: Learner/learner interaction: PLE Learning in Collaboration. Revista Horizontes De Linguistica Aplicada, 4(1), 19–36. Retrieved from https://periodicos.unb.br/index.php/horizontesla/article/view/30234

Issue

Vol. 4 No. 1 (2005)

Section

Articles

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