Companion scaffolding is based on the theory of social culture proposed by Vygotsky (1978). According to the theory of social culture, learning is a common process of development, and people are the process of participation and interaction. Therefore, Swain (2002) regards interaction as a kind of learning to solve problems and build knowledge through cooperation and dialogue. Early classroom interaction research focuses on exploring the interaction between teachers and students. In the process of interaction, teachers provide appropriate help through self adjustment to meet the needs of students. Some empirical studies on the second language environment show that in the cooperative interaction of language learners, non experts also help each other (e.g. Donat 1994, Swain, lapkin, 1998) with the dual roles of experts and novices, and set up "scaffolding" and help each other to solve problems (kowal, Swain, 1997). The social intermediary in this peer interaction promotes learning The development of human language plays a certain role.<br>
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