La gramática en el discurso del aprendiente entre andamiaje y reflexión metalingüística

[Autom. eng. transl.] The article proposes to observe the treatment that grammar receives in the speech of the learner of related foreign languages (Spanish and Italian) when he reflects on the language in contexts of peer interaction in e-tandem mode. The theoretical frame of reference refers to the sociocultural theory applied to language learning (Lantolf & Appel 1994; Lantolf 2000; Lantolf & Thorne 2006). Scaffolding between peers is a type of social interaction that is concretized through collaborative dialogue in which a more competent learner can help a novice to become aware of their linguistic difficulties and develop strategies to solve them autonomously. In the case of e-tandem scaffolding between Spaniards and Italians, the analysis of metalanguage (language) opens a privileged window on their perception of grammar in both L1 and LE. The feedback and metalanguage that originates from it as a result of the metalinguistic reflection in a Spanish-Italian contrastive key provide us with useful empirical data to be able to re-orient the teaching work with specific didactic activities in the attempt to intervene in the Next Development Zone and help learners achieve a higher level of self-regulation and control of the learning process itself.