第二语言/外语学习中的协同合作[回顾]

Shaobo Yang
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引用次数: 0

摘要

【第一段】过去的二十年见证了协作学习研究的显著发展。在认知互动理论(Long 1983, 1996)和社会文化理论(Vygotsky 1978)的指导下,大量文献(例如,loewen&sato, 2018;佐藤&巴林杰,2016;Swain & Lapkin, 2001)已经证明了协作工作与第二语言习得之间的强大联系。特别是,同伴合作被认为是语言产生的推动者,因此它创造了更多的语言学习机会。基于这一概念,研究人员正在探索新的方向,研究不同学习环境下合作的各个方面。由María del Pilar García Mayo编辑的《在第二语言和外语学习中协同工作》一书是对第二语言和外语学习中协同工作的研究记录的集合。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Working Collaboratively in Second/Foreign Language Learning [Review]
[First paragraph] The last two decades have witnessed a noticeable development in collaborative learning research. Informed by both cognitive-interactionist theory (Long 1983, 1996) and sociocultural theory (Vygotsky 1978), a large body of literature (e.g., Loewen & Sato, 2018; Sato & Ballinger, 2016; Swain & Lapkin, 2001) has demonstrated a robust connection between collaborative work and second language acquisition. In particular, peer collaboration is believed to serve as a facilitator of language production, and therefore it creates more opportunities for language learning. Based on this notion, researchers are branching out in new directions to investigate various aspects of collaboration in diverse learning contexts. The volume Working Collaboratively in Second/Foreign Language Learning edited by María del Pilar García Mayo, is a collection of studies documenting those explorations into collaborative work in second and foreign language learning.
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