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Group Work: A Way towards Enhancing Quality Learning
Abstract
Nowadays in the language teaching classrooms, the major concern of the teachers is to engage the learners in the classroom learning procedure and as a consequence, collaborative language learning is being prioritized day by day. Hence, group work is being used in the language classrooms to foster students’ engagement and involvement and thus to enhance quality participation of the learners. In this respect, the purposes of this paper are to find out whether group work can help the students to actively take part in the learning process as well as to investigate whether the teacher can manage the group work successfully. Therefore, this paper aims to explore (through a case study) whether the rationales behind group work execute as true in the classroom practice.
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This article explores ways in which learners can be brought into a more central role in making decisions about the organization and direction of their language courses. As an introduction, a review of some of the arguments which support increasing learner involvement is presented. Constraints in introducing such involvenlent are then discussed, concentrating on learners' prior experiences and expecta- tions, and it is argued that what is required is a gradual approach toward relinquishing the teacher's dominant role. This argument is taken up in a third section, where some materials and tasks are presented which are designed to bring about such a relinquishment.
There are many reasons for students to work in small groups in any class, but when the focus is on teaching them a language, the need to do so, multiplies. During my time as a teacher and teacher trainer, I have heard many reasons why teachers do not want to use group work, and it seems to boil down to a feeling of being unable to control the class. Fortunately, my first few years of teaching were in a program where small-group and whole class interactions were expected. Small classes gave students many opportunities to practice the target language and receive feedback from their peers and instructors.
The use of group work in classroom second language learning has long been supported by sound pedagogical arguments. Recently, however, a psycholinguistic rationale for group work has emerged from second language acquisition research on conversation between non-native speakers, or interlanguage talk. Provided careful attention is paid to the structure of tasks students work on together, the negotiation work possible in group activity makes it an attractive alternative to the teacher-led, “lockstep” mode and a viable classroom substitute for individual conversations with native speakers.
Reimpresión en 2001 Incluye bibliografía e índice
Productive Group Work The practice of English language teaching
- N Frey
- D Fisher
- S Everlove
Frey, N., Fisher, D., & Everlove, S., (2009). Productive Group Work. Retrieved from
http://www.ascd.org/publications/books/109018/chapters/Defining-Productive-Group-Work.aspx
Harmer, J. (2001). The practice of English language teaching. London: Longman.
Productive Group Work
- N Frey
- D Fisher
- S Everlove
Frey, N., Fisher, D., & Everlove, S., (2009). Productive Group Work. Retrieved from
http://www.ascd.org/publications/books/109018/chapters/Defining-Productive-Group-Work.aspx