Measuring Group Work Dynamics and Its Relation with L2 Learners' Task Motivation and Language Production

Autor/in	Poupore, Glen
Titel	Measuring Group Work Dynamics and Its Relation with L2 Learners' Task Motivation and Language Production
Quelle	In: Language Teaching Research, 20 (2016) 6, S.719-740 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168815606162
Schlagwörter	Second Language Learning; English (Second Language); Second Language Instruction; Language Teachers; Teacher Education; Nonverbal Communication; Group Dynamics; Foreign Countries; Task Analysis; Classroom Research; Video Technology; Audio Equipment; Asians; College Students; Language Proficiency; Learning Motivation; Student Attitudes; Questionnaires; Correlation; Applied Linguistics; Role; Social Influences; Statistical Analysis; Teacher Certification; South Korea + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerausbildung; Lehrerbildung; Non-verbal communication; Nonverbale Kommunikation; Gruppendynamik; Ausland; Aufgabenanalyse; Audio-CD; Asian; Asiat; Asiatin; Asiaten; Asiate; Collegestudent; Language skill; Language skills; Sprachkompetenz; Motivation for studies; Lernmotivation; Schülerverhalten; Fragebogen; Korrelation; Linguistics; Linguistik; Angewandte Linguistik; Rollen; Sozialer Einfluss; Statistische Analyse; Korea; Republik
Abstract	While learners of a second language (L2) are increasingly interacting in small groups as part of a communicative methodological paradigm, very few studies have investigated the social dynamics that occur in such groups. The aim of this study is to introduce a group work dynamic measuring instrument and to investigate the relationship between group work dynamic (GWD), or the social climate existing within a group, and learners' state-level motivational responses and amount of language produced in interactive tasks. The context for the classroom-based study was a speaking-skills course consisting of a small group of 10 Korean English learners of intermediate to high intermediate proficiency level enrolled in a Korean university TESOL certificate program. The data were based on 15 different tasks that were part of the course and two work groups for each task for a total of 30 groups. Instruments of data collection consisted of audio-video recordings, transcription of all verbal and nonverbal language produced in the tasks, the GWD measurement instrument, and post-task motivation questionnaires. Results from correlational analysis showed a significant relationship between GWD and task motivation and between GWD and language production. Nonverbal-related behaviors, furthermore, were found to be particularly influential in shaping GWD and were significantly associated with learners' task motivation, especially in the form of greater task enjoyment and sense of success. The study's findings therefore add support to socio-contextual perspectives in L2 motivation and applied linguistics that emphasize the critical role of social and group factors on motivation and language development and imply a need for educators to focus on creating positive group dynamics in their classrooms. (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	2020/1/01