Factors Facilitating Verbal Interaction in Group Work in a Ninth-Grade Content-Based ESL Class.

Autor/in	Akcan, Sumru
Titel	Factors Facilitating Verbal Interaction in Group Work in a Ninth-Grade Content-Based ESL Class.
Quelle	(1998), (29 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Case Studies; Cooperative Learning; English (Second Language); Grade 9; Group Activities; High Schools; Interpersonal Competence; Oral Language; Second Language Learning; Student Participation; Teacher Role; Verbal Communication + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Kooperatives Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; School year 09; 9. Schuljahr; Schuljahr 09; Gruppenaktivität; High school; Oberschule; Interpersonale Kompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Zweitsprachenerwerb; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerrolle
Abstract	This case study investigated factors that increased verbal interaction for students in group work in a ninth grade, content-based, English-as-a-Second-Language (ESL) class. Out of 11 tasks assigned to the students during the semester, four language-based and four genre-based tasks were analyzed. At the end of the study, the nature of verbal interaction in group work in both language-based and genre-based tasks was grouped into four common categories: role of the teacher, task type, cooperative learning skills, and role of the group facilitator. In this article, specific actions and behaviors that facilitate verbal interaction in group work are explored within each category. A model is also presented which demonstrates that these four categories are not separate from each other, but are closely linked so that the combination of the categories encourages group members to feel individually accountable for group work. Accountability leads to increased participation, thereby resulting in increased verbal interaction among group members. The tasks are appended. (Contains 25 references.) (Author/SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC