Abstract
Several studies, usually carried out in settings that are conducive to interaction, demonstrate peers can provide mutual scaffolding effectively. In contrast, this article focuses on constraints to peer scaffolding which, possibly, happened because of participants' demotivating learning environment. Analysis is based on the video and audio recordings of the performance of two beginning Brazilian students carrying out two oral tasks in an EFL class. Task one consists of an information gap and task two, of a communicative drill. The following constraints were identified: 1) the less capable peer's object-regulation, 2) the more capable peer's hindrance to scaffolding, 3) the more capable peer's lack of L2 knowledge. These hindrances can be explained by the students' pervasive and frustrating foreign language learning experience in the Brazilian public school and by the lack of socialization into scaffolding.
Highlights
Interaction and its features such as collaboration, scaffolding and furtherance of second language acquisition have been widely investigated (DONATO, 2004; LONG and PORTER, 1985; PORTER, 1986; PICA, HOLLIDAY and MORGENTHALER, 1989)
Some studies (ANTÓN, 1999; DE GUERRERO and VILLAMIL, 2000; DICAMILLA and ANTÓN, 1997; DONATO, 1994; OHTA, 1995, 2000, 2001; VILLAMIL and GUERRERO, 1996) have focused on how effectively peers can provide scaffolding, while this article aimed to highlight the constraints to peer scaffolding in an adverse learning environment in Brazil
The scaffolded interaction given by an adult with clear intentions to scaffold and motivated to learn or interactions whose participantssocialization into group work and into scaffolding has already taken place can differ from peer interactions akin to the one under analysis
Summary
Interaction and its features such as collaboration, scaffolding and furtherance of second language acquisition have been widely investigated (DONATO, 2004; LONG and PORTER, 1985; PORTER, 1986; PICA, HOLLIDAY and MORGENTHALER , 1989). Donato (1994) was the first to employ the term mutual scaffolding based on his research on peer interaction. Several studies in the literature (ANTÓN, 1999; DICAMILLA and ANTÓN, 1997; GUERRERO and VILLAMIL, 2000; OHTA, 1995, 2000, 2001; VILLAMIL and GUERRERO, 1996) have remarked the beneficial aspects of mutual scaffolding to learning. These studies frequently utilized university students who can be motivated to learn as participants
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