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dc.contributor.authorJosé David Herazo Rivera; Teacher at Coorporación Universitaria del Caribe (Sincelejo)
dc.coverage.spatialSincelejo
dc.date.accessioned2013-08-31T23:14:04Z
dc.date.available2013-08-31T23:14:04Z
dc.date.issued2011-05-24
dc.identifier.otherhttp://rcientificas.uninorte.edu.co/index.php/zona/article/view/1814
dc.identifier.urihttp://hdl.handle.net/10584/4577
dc.descriptionThere seems to be agreement amongst EFL researchers that group work is one of the most important interactional contexts for promoting communication in the EFL classroom. However, the reasons underlying this accord cannot be taken for granted and still need closely scrutiny. The present study attempts to provide some arguments in favor of group work and the ways in which it may be implemented as a potentially rich zone for EFL learning. For this, the discussion has been framed by the concept of the Zone of Proximal Development (ZPD) and the way group work can generate interaction .within it. Based on this, the study includes an analysis of group work from a communicative, a cognitive, and a social-affective perspective which introduces the concepl of revoicing as a key interactional process that seems lo link these three perspectives and allows students' utterances to become mediating devices in their in-group learning process. Other concepts like inter subjectivity, frameworks of interaction, and power relations are also discussed.
dc.formatapplication/pdf
dc.language.isoeng
dc.publisherFundación Universidad del Norte
dc.relation.ispartofZona Próxima; No 3 (2002)
dc.sourceinstname:Universidad del Norte
dc.sourcereponame:Repositorio Digital de la Universidad del Norte
dc.subjectInglés lengua extranjera, educación
dc.subjectInteraction, group work, Zone of Proximal Development, revoicing, EFL learning,cognition, communication, utterances
dc.titleGroup work in EFL: constructing zones of learning
dc.typearticle
dc.rights.accessRightsopenAccess
dc.type.hasVersionpublishedVersion


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