Comparing Interaction in a Cooperative Learning and Teacher-Centered Foreign Language Classroom.

Autor/in	Deen, Jeanine Y.
Titel	Comparing Interaction in a Cooperative Learning and Teacher-Centered Foreign Language Classroom.
Quelle	In: ITL Review of Applied Linguistics, (1991) 93-94, S.153-181 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Classroom Communication; Classroom Environment; Comparative Analysis; Cooperative Learning; Dutch; Higher Education; Interaction; Interpersonal Communication; Language Research; Language Role; Language Usage; Second Language Instruction; Teaching Methods; Uncommonly Taught Languages + Suchen Sie Ihr Suchwort? Klassengespräch; Klassenklima; Unterrichtsklima; Kooperatives Lernen; Niederländisch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interaktion; Interpersonale Kommunikation; Sprachforschung; Sprachgebrauch; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Minderheitensprache
Abstract	This study compared communication and interaction patterns in a college class in Dutch as a second language. Subjects were 16 native-English-speaking students. Two lessons, one taught using cooperative learning (CL) and one using teacher-centered instruction (TC), were videotaped and analyzed. The CL lesson consisted of a group reading game. The TC lesson consisted of a review of comparison structures using guided conversation and a review of some earlier material. Transcripts were analyzed for quantity of talk (turn-taking, questions, Dutch T-units) and quality (lexical variety, complexity, error rate, correction). Results show subjects took many more turns in the CL than in the TC setting. Number of turns taken was much higher, out of proportion to the increased amount of speaking time in the CL lesson. The teacher took only 7 percent of turns in the CL setting, as contrasted with 50 percent in the TC lesson. Quantity and proportion of student questions also differed greatly. In addition, students produced 10 times as many T-units in the CL setting, using more Dutch, more English, and more mixed language. Dutch was used most of the time in the TC setting. Implications for classroom interaction are explored. Contains 43 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC