同伴脚手架是基于维果茨基（1978）提出的社会文化理论。社会文化理论认

Scaffolding is based on companion sociocultural theory of Vygotsky (1978) proposed. Sociocultural theory is that learning is a normal process of development, who is involved in the process of interaction. Therefore, Swain (2002) the interaction as a kind of learning to solve problems and build knowledge through cooperation and dialogue. Early interaction studies have focused on classroom interaction between teachers and students in an interactive process, teachers to provide appropriate assistance through self-regulation to meet the needs of students. Some empirical studies show that second language environment, in cooperation interactive language learners, the non-experts in the dual role of expert and novice help each other in peer interactions (such as donat1994, Swain, Lapkin, 1998), and the establishment of "scaffolding" and help each other solve problems (Kowal, Swain, 1997), this peer interaction in social intermediary to promote the development of learners' language has played a certain role.

Companion scaffolding is based on the socio-cultural theory put forward by Vigotsky (1978). Social and cultural theory holds that learning is an ordinary process of development, and people are involved in the interactive process. Thus, Swain (2002) sees interaction as a learning to solve problems and build knowledge through cooperation and dialogue. Early classroom interaction studies focused on exploring the interaction between teachers and students, in which teachers helped meet students' needs by self-adjusting. Some empirical studies of the second language environment show that in the collaborative interaction of language learners, non-experts also help each other in peer interactions (e.g. donat 1994, Swain, Lapkin, 1998) and establish "scaffolding". And help each other solve problems (Kowal, Swain, 1997), this kind of social mediation in peer interaction plays a role in promoting the development of learner slanguage.

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>