İkinci Dil Öğrenenlerinin Yansıtıcı Dialoglarındaki Birbirlerini Desteklemenin Rolü

This article examines (1) the role of scaffolding and (2) patterns that emerged in L2 learners’ dialogic reflections on their spoken performances. Dialogic reflection has recently become a vital concept teacher development studies (Mann & Walsh, 2017), however, learner empowerment not been investigated. In this study, term “dialogic reflection” is used to define 24 tertiary level performances after they conduct six different paired speaking tasks which last 17 hours total. The present study observes these students under scope Sociocultural Theory, posits human mental functioning as mediated process occurred with help others (Ratner, 2002). data gathered from sessions, it analyzed through sociocultural discourse analysis (Mercer, 2004). Thanks microanalysis data, findings show learners use be able establish mutual understanding between each other (Musiol Trognon, 1999) terms word search, grammatical correction, content development, three reach aim; asking for help, intentional intervention, showing joint effort.