Comparing Pair and Small Group Interactions on Oral Tasks

Autor/inn/en	Lasito,; Storch, Neomy
Titel	Comparing Pair and Small Group Interactions on Oral Tasks
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 44 (2013) 3, S.361-375 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688213500557
Schlagwörter	English (Second Language); Second Language Instruction; Second Language Learning; Task Analysis; Oral Language; Comparative Analysis; Cooperative Learning; Sociocultural Patterns; Classroom Techniques; Foreign Countries; Audio Equipment; Secondary School Students; Group Dynamics; Language Usage; Native Language; Vocabulary; Grammar; Junior High School Students; Indonesia (Jakarta) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Aufgabenanalyse; Oral interpretation; Mündlicher Sprachgebrauch; Kooperatives Lernen; Soziokulturelle Theorie; Klassenführung; Ausland; Audio-CD; Sekundarschüler; Gruppendynamik; Sprachgebrauch; Wortschatz; Grammatik; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin
Abstract	Although pair and small group activities are commonly used in second language (L2) classrooms, there are very few studies which can inform teachers about whether it is best to have students work in pairs or in small groups. In this study, conducted in a junior high school in Indonesia with learners of English as a Foreign Language (EFL), we compared the interaction of these students when they worked in pairs and then in small groups. All talk was recorded and transcripts examined for language production and for deliberations about language. In terms of language production, we investigated how much of the target language (L2) the learners produced compared to their first (L1) language and where the L1 was used, what functions it served. In terms of deliberations about language, we used Language Related Episodes (LREs) and investigated the quantity, focus, and resolutions of LREs. The study found that pairs generated more language than small groups and more LREs. However, students working in small groups tended to use less L1 than pairs, and resolved a greater proportion of LREs correctly. We conclude with some tentative pedagogical implications based on our findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10