Andamiaje entre pares en e-tándem: actitudes y calidad de la interacción

[Autom. eng. transl.] This article presents the results of a study that was intended to observe to what extent some of the attitudes that characterize peer scaffolding in e-tandem mode have an impact on the advancement of the interlanguage of Italian ELE and Spanish ILE learners (Italian foreign language ). The theoretical framework of reference is that of sociocultural theory applied to language learning (Lantolf & Appel 1994; Lantolf 2000; Lantolf & Thorne 2006) from whose perspective scaffolding is a type of interaction that is concretized through dialogue collaborative in that a more competent learner can help a novice to become aware of their language difficulties and develop strategies to solve them autonomously. The subjects of this study are 24 pairs of Italian and Spanish adults (levels A1-B2 of the CEFR) working in e-tandem. The observation of their attitudes during the interaction in e-tandem for a period of seven months has been made from an adaptation of the Lidz Scale (1991), a specially designed template to detect, in scaffolding contexts, attitudes most desirable of the most expert interlocutor with respect to the rookie. The results of the observation show that the quality of the scaffolding depends largely on some specific attitudes of the subjects involved, which do not always manifest spontaneously, and that mere interaction in e-tandem, by itself, does not bring results significant in the advancement of their respective interlanguages.