Английский язык для аспирантов. Учебное пособие-1

3.3. ОБРАЗЦЫ ЗАДАНИЙ

Peer interaction is typically conceptualized as stemming from constructivist theories of learning, such as the radical constructivism of Jean Piaget, and the social constructivism of Lev Vygotsky. Both theories and the subsequent research inspired by them place peer interaction at the heart of many developmental processes. In both, the notion of intersubjectivity, that is, shared meaning between interactional partners, is key to explaining possible learning benefits from peer interaction...For Piaget, the child is an active participant in constructing knowledge. According to Piaget’s approach, adult– child interaction is less effective in promoting learning because the adult’s natural authority leads to asymmetry that renders the child a more passive recipient of knowledge and instruction. With peers, in contrast, children are better able to question others as free and active participants in social discourse, argument, and learning (...). It is this active engagement from all interlocutors that leads to gains in learning. Studies across a range of areas of learning, from both Piagetian (...) and from Vygotskian (...) frames have demonstrated benefits for peer interaction over and above individual or independent learning. In line with Piaget’s theory, research into peer interaction and social learning has sought to demonstrate the benefits of conversation between peers on developmental processes.