Using Pretask Modelling to Encourage Collaborative Learning Opportunities

Autor/inn/en	Kim, YouJin; McDonough, Kim
Titel	Using Pretask Modelling to Encourage Collaborative Learning Opportunities
Quelle	In: Language Teaching Research, 15 (2011) 2, S.183-199 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168810388711
Schlagwörter	Foreign Countries; English (Second Language); Cooperative Learning; Korean; Native Speakers; Second Language Learning; Adolescents; Decision Making; Video Technology; Middle School Students; Interaction; Second Language Instruction; Discourse Analysis; Group Dynamics; South Korea + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Kooperatives Lernen; Koreanisch; Muttersprachler; Zweitsprachenerwerb; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Decision-making; Entscheidungsfindung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Interaktion; Fremdsprachenunterricht; Diskursanalyse; Gruppendynamik; Korea; Republik
Abstract	The current study examines the impact of pretask modelling on the collaborative learning opportunities that occurred when Korean learners of English as a foreign language (EFL) carried out three tasks: dictogloss, decision-making, and information-gap. Forty-four adolescents who were enrolled in a required English course at a middle school in Korea completed the tasks over a two-week period. Half of the learners viewed videotaped models of collaborative interaction prior to carrying out the tasks, while the other learners did not receive pretask modelling. The interaction between the learners was analysed in terms of the type and resolution of language related episodes (LREs) and the learners' pair dynamics. Results indicated that learners who received pretask modelling produced more LREs and correctly resolved a greater proportion of those LREs than learners who did not receive any models. They also demonstrated more collaborative pair dynamics than learners who did not receive models. Trends in the data are discussed in terms of the potential benefits of pretask modelling for encouraging collaboration between young learners in EFL settings. (Contains 1 figure and 2 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10