El andamiaje mutuo como recurso de aprendizaje de ELE

[Autom. eng. transl.] Within the framework of sociocultural theory applied to language learning, cognitive processes related to the production of an output that leads to an advance of interlanguage take place first at the social level, through interaction, then internalized at the individual level and by The latter are externalized through noticing, hypothesis testing about the operation of L2 / LE and metalinguistic reflection. Language, therefore, does not only play a communicative function, but is also a mediating and facilitating element of learning itself. The collaborative dialogue, through work in pairs between native and non-native speakers (e-tandem) each of whom is learning the language of the other, is not completed only to the negotiation of meaning but also to the identification and search of solution to a linguistic problem. This type of activity is concretized by what Swain defines "language", that is, the use of language to reflect on language. The feedback that arises from the reciprocal correction of errors shows on the one hand the level of development of the interlanguage from which he learns and, on the other, the way in which the native reviewer intervenes, as a more capable couple, in the Next Development Zone of his partner.