A Complex Systems Investigation of Group Work Dynamics in L2 Interactive Tasks

Autor/in	Poupore, Glen
Titel	A Complex Systems Investigation of Group Work Dynamics in L2 Interactive Tasks
Quelle	In: Modern Language Journal, 102 (2018) 2, S.350-370 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12467
Schlagwörter	Second Language Learning; Second Language Instruction; Task Analysis; Group Dynamics; English (Second Language); College Students; Video Technology; Qualitative Research; Comparative Analysis; Foreign Countries; Measurement Techniques; Student Motivation; Affective Behavior; Difficulty Level; Psychological Patterns; Correlation; Imagination; Humor; Time Management; South Korea + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Aufgabenanalyse; Gruppendynamik; English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent; Qualitative Forschung; Ausland; Messtechnik; Schulische Motivation; Affective disturbance; Active behaviour; Affektive Störung; Schwierigkeitsgrad; Korrelation; Humoristische Darstellung; Zeitmanagement; Korea; Republik
Abstract	Working with Korean university-level learners of English, this study provides a detailed analytical comparison of 2 task work groups that were video-recorded, with 1 group scoring very high and the other relatively low based on the results of a Group Work Dynamic (GWD) measuring instrument. Adopting a complexity theory (CT) perspective and utilizing what Dörnyei (2014) has termed a retrodictive qualitative modeling (RQM) approach to research, the study sought to identify how various elements interacted to influence the emerging GWD patterns. Based on different layers of data from the GWD measuring instrument, affect-related state questionnaires, interviews, and extracts from the transcribed interaction, the signature dynamics for a strong and weak GWD related to a combination of (a) positive and negative GWD behaviors, (b) affect-related states in the form of motivation, emotional state, and perceived difficulty, (c) critical moments in the interaction, and (d) the system's initial conditions, which were characterized by specific task characteristics and the learners' affective states just prior to beginning the task. Acting as key control parameters in the shaping of GWD outcomes were task conditions associated with the use of imagination, planning time, humorous content, difficulty level, and multiple task outcomes. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01