Collaborative writing and patterns of interaction in young learnersThe interplay between pair dynamics and pairing method in LRE production

  1. Basterrechea, María 1
  2. Gallardo-del-Puerto, Francisco 2
  1. 1 Universidad del País Vasco UPV/EHU
  2. 2 Universidad de Cantabria
    info

    Universidad de Cantabria

    Santander, España

    ROR https://ror.org/046ffzj20

Revista:
VIAL, Vigo international journal of applied linguistics

ISSN: 1697-0381

Año de publicación: 2023

Número: 20

Páginas: 49-76

Tipo: Artículo

DOI: 10.35869/VIAL.V0I20.4354 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: VIAL, Vigo international journal of applied linguistics

Resumen

Un número considerable de estudios enmarcados en la Teoría Sociocultural (Lantolf y Appel, 1994) investiga el modo en el que los/as aprendices expresan verbalmente sus lagunas lingüísticas, o cuestionan el uso propio o ajeno del lenguaje durante la escritura colaborativa, es decir, producen Episodios Relacionados con el Lenguaje (ERLs; Swain y Lapkin, 1998).Varios estudios han examinado, además, el efecto que los patrones de interacción (Storch, 2002) ejercen en la producción de los ERLs con aprendices adultos (véase Mozaffari, 2017; Storch y Aldosari, 2013), aunque pocos estudios han comparado el efecto de dichos patrones de interacción y el método de emparejamiento (es decir, formación de parejas en base a las preferencias de los/as propios/as aprendices y en base a la proficiencia) en la capacidad de los/las aprendices jóvenes de inglés como lengua extranjera (ILE) para atender a la lengua, y menos aún en el tipo de rasgos gramaticales en los que éstos/as se enfocan en la producción de ERLs. Este estudio examina la producción de los ERLs y los patrones de interacción en parejas formadas en base a sus preferencias o su proficiencia en jóvenes aprendices de ILE (10-12 años) durante una tarea colaborativa escrita. Los resultados demostraron que los jóvenes aprendices de ILE mantuvieron generalmente un tipo de dinámica colaborativa, quienes también resolvieron una mayor cantidad de ERLs de forma correcta, junto con las parejas experto/a-novato/a. En cuanto al tipo de emparejamiento, las parejas establecidas en base a su proficiencia obtuvieron resultados más beneficiosos en tanto en cuanto produjeron un mayor número de ERLs con resolución correcta. En cuanto al tipo de LREs enfocados a la forma, los/las participantes se enfocaron mayormente en aspectos relacionados con la ortografía y en menor medida en aspectos derivados de un conocimiento gramatical.

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