Since the introduction of communicative language teaching,
collaborative learning has played an important role in the second
language (L2) classroom. Drawing from sociocultural theory, which
states that human cognitive development is a socially situated
activity mediated by language, studies in L2 pedagogy advocate the
use of tasks that require learners to work together. Collaborative
dialogue encourages language learning, and research shows that the
solutions reached by students in this process are more often
correct with a lasting influence on their language comprehension.
This volume includes ten chapters that illustrate the benefits of
collaborative dialogue in second foreign language classrooms. The
volume considers key issues dealing with collaborative tasks and
implications for language teaching.
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