Conversational Analysis of Peer Interaction in English Classroom—The Perspective of Sociocultural Theory

Abstract

From the perspective of sociocultural theory, this paper draws on LREs, which are widely used units of analysis in the field of second language acquisition. And it uses the recordings of peer discussions in English classrooms as corpus, and uses conversational analysis to explore peer interaction strategies in English classrooms and the cognitive co-construction it induces. Through analysis, it is found that in the cooperative dialogue in the form of language, peers can set up "scaffolding" for each other by asking for help, correcting errors, and guiding each other, so that language cognition can be developed in the "zone of proximal development".