近端发育区
纠正性反馈
心理学
透视图(图形)
元语言学
数学教育
动力学(音乐)
意识
合作写作
计算机科学
教育学
教学方法
词汇发展
人工智能
神经科学
作者
Hossein Nassaji,Merrill Swain
标识
DOI:10.1080/09658410008667135
摘要
This study examined whether negotiated help provided within the learner's zone of proximal development (ZPD) is more effective than help provided randomly and irrespective of the learner's ZPD. Data were collected during tutorial sessions on writing English compositions by two Korean learners of English. Qualitative and quantitative components of the data analysis provided support to the hypothesis. In addition, it was found that when provided randomly and in a non-collaborative fashion, more explicit help produced better results than did less explicit help. The findings provide support for a consciousness-raising view of language learning. Implications for further research on collaborative feedback are discussed.
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