Study On The Impact Of Interaction Between Students On The Expert-level Chinese Learners

Since the 1970s,there have been studies on the interactions on the second language acquisition.During this period,researchers have proposed a series of hypotheses based on the theory of behavioral learning and cognitive psychology.However,a convincing theory has been absent that explains the process and mechanism of interactions involved in the second language acquisition.Vygotsky,pioneer of the social-cultural theory,emphasized that language learning first took place in the social and cultural environment.Based on his theory,various theories have been proposed,including the recent development area theory,the activity theory and the stent theory.All these results help expand the scope of the research on the second language acquisition.Based on the understanding of the sociocultural theory,the study focuses on the stage of "control by others".The study intends to explore whether and how the "expert-level"learners who act as stent providers can improve his learning.The study has set up two approaches to stent-driven collaborative delivery,namely,the high-high combination and the high-low combination;meanwhile,the study has specified two types of tasks,namely,the sentence-type comprehension and the sentence output.Through such categorization,the study attempts to explore how the "expert-level" learners may improve his acquisition of the knowledge on language and his sense of self-efficacy during the interactions.The study concludes that the interactions between students do pose a positive effect on the "expert-level" learners in both knowledge and sentiments to varying extent.Regarding improvement in the knowledge level,the high-high combination approach proves to be more effective.On the sentimental level,the high-low combination approach can better instill the sense of self-efficacy of "expert-level" leamers.The research finding suggests that it is vital to adopt a grouping approach tailored to specific circumstances.The teacher shall not only consider the students’ growth of knowledge,but also their sense of self-efficacy.Therefore,the author advocates that the teacher shall predominantly adopt the high-low combination approach as a stent type for facilitating interactions between students.When it is necessary to highlight a knowledge tip,the teacher may adopt the high-high combination approach to maximize the benefits of interactions between students.