国外对于小组互动中的同伴支架研究比较广泛。Lin 和 Moses（20

For more extensive study abroad peer group interaction in the bracket. Lin and Moses (2002) studied the Malaysian high school students six four overall level of use of the type of stent in the session and investigate how the bracket is to promote learning. Finding of this study is extremely important because between students and students provide peer stent helps to enhance the current level of development of students to a higher level of knowledge, thereby increasing their level of modification and writing skills. Klingner and Vaughn (2000) explored how students in fifth grade bilingual classroom setting is to help each other to complete a reading task. In group interaction between peers to help each other, especially high learning ability of students to help poor learning ability of students to understand the meaning of words to read, to grasp the effect of the article and so on. By comparing the pre-test and post-test, with the help of fellow learners of English vocabulary has improved significantly. Tudge (1999) studied the process and results of the interaction between peers from the perspective of social culture. The results show that the more capable partner to help or support, less capable learners easier to understand the discussion. Tudge (1999) confirmed the positive effect companion stent. In his view, the learner must promote language development and higher than their ability to interact with peers.

Foreign research on peer stents in group interaction is extensive. Lin and Moses (2002) studied the types of stents used in conversations by six students at the four-level level of Malaysian secondary schools and how stents promote learning. The findings of this study are extremely important because the companion stents provided between students and students help to elevate students' current levels of development to a higher level of cognition, thereby improving their ability to modify and write. Klingner and Vaughn (2000) explored how fifth-grade bilingual students helped each other with a reading task in a classroom setting. In the group interaction, the peers help each other, especially students with higher learning ability to help students with poor learning ability to understand the meaning of reading words, master the general idea of the article. Through the comparison of the pre-test and the post-test, the learner's English vocabulary improved significantly with the help of the companion. Tudge (1999) studied the processes and results of peer interaction from a socio-cultural perspective. The results showed that less able learners were more likely to understand the discussion process with the help or support of their more able peers. Tudge (1999) confirmed the positive effects of companion stents. In his view, learners must interact with peers above their abilities in order to promote language development.

The study of peer support in group interaction is extensive abroad. Lin and Moses (2002) studied the types of scaffolding used in conversation by six level 4 students in Malaysia middle school and investigated how scaffolding promotes learning. The findings of this study are extremely important, because the peer support provided between students and students can help students to improve their current level of development to a higher level of cognition, thus improving their level of revision and writing ability. Klingner and Vaughn (2000) explored how fifth grade bilingual students assisted each other in a reading task in a classroom setting. In group interaction, peers help each other, especially students with high learning ability help students with poor learning ability to understand the meaning of words in reading and master the general idea of the article. Through the comparison of pre-test and post test, with the help of peers, the learners' English vocabulary has improved significantly. Tudge (1999) studied the process and results of peer interaction from the perspective of social culture. The results show that with the help or support of more competent peers, the less competent learners are more likely to understand the discussion process. Tudge (1999) confirmed the positive effect of companion stent. He believes that learners must interact with peers who are higher than their abilities to promote language development.<br>