The Importance of Participant Role in Cooperative Learning.

Autor/in	Freeman, Rebecca
Titel	The Importance of Participant Role in Cooperative Learning.
Quelle	In: Working Papers in Educational Linguistics, 9 (1993) 1, S.1-20 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Leitfaden; Unterricht; Lehrer; Case Studies; Classroom Techniques; College Students; Cooperative Learning; Discourse Analysis; Educational Research; English (Second Language); Group Dynamics; Higher Education; Language Research; Learning Strategies; Peer Relationship; Second Language Instruction; Second Languages; Small Group Instruction; Student Role + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Klassenführung; Collegestudent; Kooperatives Lernen; Diskursanalyse; Bildungsforschung; Pädagogische Forschung; English as second language; English; Second Language; Englisch als Zweitsprache; Gruppendynamik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachforschung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Peer-Beziehungen; Fremdsprachenunterricht; Second language; Zweitsprache
Abstract	A way in which second language teachers can use analysis of student discourse to understand how small group interaction defines students' roles relative to each other is demonstrated in a case study. The study compared the participant role of a 21-year-old Japanese male student in an intensive English second language program in two different student pairs. In one pair, the subject did not participate fully, showed frustration, and allowed the other participant to determine the dynamics of the interaction. In the second pair, the subject negotiated turn-taking with his partner and began to perceive himself as a legitimate participant in the classroom culture. It is concluded that the interaction between students can either limit or enhance students' opportunities to participate and negotiate meaning, and the teacher is in a position to intervene to change the limiting organization of the pair or group. In addition, it is proposed that when the teacher can identify strategies that students are using to successfully negotiate meaning, she or he can help all students develop such strategies by making them explicit. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01