Taking Others’ Perspectives in a Peer Interactional Setting while Preparing for a Written Argument  

Oleh:

Gélat, Mona

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language and Education (Full Text) vol. 17 no. 5 (2003), page 332-354.
Fulltext: Vol. 17, No. 5, p 332-354.pdf (274.34KB)

Isi artikel

The virtues of inter-subjective peer interaction are acknowledged by educational research to be cognitively motivating. This paper highlights identified patterns of pupil perceptionobserved during an experimentalstudy concerning 10-year-olds,who were supporting one another in small groups of three as they were verbally preparing for an argumentative writing task. Through transcripts of recorded talk, the account exemplifies the perspective-taking strategies used by the participants to assist each other and make themselves understood. A social constructivist approach is taken in analysing the entailedmechanisms and how they might have contributed to the subsequently writtencompositions. The paper suggests that perspective taking, experienced through peer interaction, can be an invaluablemeans of practising social skills necessary for the improvement of cognitive competence, learning and remembering information in context to conform with written argument criteria.

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