Cooperative Language Learning in School Contexts

Fathman, Ann K.; Kessler, Carolyn

doi:10.1017/s0267190500002439

Cited by 29 publications

(20 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…O trabalho de grupo constitui uma forma de trabalho cooperativo que se estrutura de forma cuidada, para que todos os alunos interajam, partilhem informações e possam ser avaliados pelo seu trabalho de forma individual (Fathman & Kessler, 1993). Este deve ser convenientemente estruturado e permitir que todos os seus intervenientes trabalhem uns com os outros de modo a garantir que todos assimilem os conceitos principais que estão a ser ensinados (Slavin, 1995).…”

Section: O Trabalho De Grupo E a Sua Relevância Para A Integração Curunclassified

O trabalho de grupo como fator potenciador da integração curricular no 1.º ciclo do ensino básico

Pereira¹,

Cardoso

Rocha

2015

Saber e Educar

View full text Add to dashboard Cite

ResumoEsta investigação visa perceber se o trabalho de grupo poderá ser uma estratégia potenciadora de integração curricular no 1.º Ciclo do Ensino Básico (1.º CEB). Para isso, efetuou-se uma investigação de caráter descritivo, com recurso ao inquérito por questionário, a uma amostra de 43 professores do 1.º CEB a lecionarem em turmas de um agrupamento de escolas do concelho de Viseu (Portugal). Os dados revelam que os docentes atribuem grande importância à metodologia de trabalho de grupo, mas utilizam-na com uma frequência variável, na sua prática letiva, em sala de aula. Indicam também o trabalho de grupo como estratégia bastante utilizada para proceder à integração curricular. Todavia, são identificados alguns obstáculos a esta prática, sugerindo mudanças na organização escolar e nas atividades letivas dos professores. Palavras-chave:Integração curricular, trabalho de grupo, 1.º Ciclo do Ensino Básico (1.º CEB), professores AbstractThis research aims to understand whether group work can be an enabling strategy of 1st Cycle of Basic Education (1st CBE) curriculum integration. To this end, we carried out a descriptive research with a survey by questionnaire. It was applied to a sample of 43 primary teachers working in a school group in the municipality of Viseu schools (Portugal). The data obtained showed that teachers attach great importance to the group work, but use it with variable frequency in their classroom teaching practice. They also indicate that group work is a widely used strategy for curriculum integration in the 1st CBE. Nevertheless, some obstacles to this practice are identified, suggesting changes in school organization and teaching activities.

show abstract

Section: O Trabalho De Grupo E a Sua Relevância Para A Integração Curunclassified

O trabalho de grupo como fator potenciador da integração curricular no 1.º ciclo do ensino básico

Pereira¹,

Cardoso

Rocha

2015

Saber e Educar

View full text Add to dashboard Cite

show abstract

“…These classes are part of an intensive English program with an academic orientation and a firm commitment to the spirit of collaboration in the classroom and to learner-centered education. The program's philosophy adheres to some of the principles espoused in cooperative approaches, but it does not include the highly structured techniques that are often prevalent in school-based cooperative activities (see Fathman & Kessler, 1992;Oxford, 1997). Rather, it has embraced some of the methods and attributes of cooperative learning appropriate for adult language learners.…”

Section: Research Questionsmentioning

confidence: 99%

Learner‐Generated Attention to Form

1999

View full text Add to dashboard Cite

Recent studies have suggested that the incorporation of some attention to form into meaning-centered instruction can lead to improved performance in processing input and increased accuracy in production. Most have examined attention to form delivered by instructors or instructional materials. This study examines the production of 8 classroom learners at 4 levels of proficiency to determine the extent to which learners can and do spontaneously attend to form in their interaction with other learners. Results suggest that the degree and type of learner-generated attention to form is related to proficiency level and the nature of the activity in which the learners are engaged. They also indicate that learners overwhelmingly choose to focus on lexical rather than grammatical issues.Findings of a wide range of immersion and naturalistic acquisition studies suggest that when second language learning is solely experiential and focussed on communicative success, some linguistic features do not develop to targetlike accuracy (see

show abstract

Section: Research Questionsmentioning

confidence: 99%

Learner‐Generated Attention to Form

2001

View full text Add to dashboard Cite

Results of recent studies, some of which appear in this volume, suggest that the incorporation of some degree of focus on form (FonF) into meaning‐centered instruction can lead to improved performance in processing input and increased accuracy in production. Long (1983) originally defined FonF as a brief turning of attention to some formal feature while the overriding focus of the interaction remains on meaning. Ideally, this focus should arise incidentally, in response to some problem in comprehension or production. The incidental nature of the interaction would be more likely to result in focus on a form to which the learner is attending and is ready to notice. However, to ascertain the effect of such a focus in an experimental setting, it becomes necessary to manipulate the situation somewhat, in particular, to predetermine the formal focus and to ensure that it will occur. As a result, in most studies the focus is provided by the researcher and delivered intentionally, and usually extensively, through the teacher or special materials. Thus, the focus no longer arises incidentally, potentially vitiating the effectiveness of the intervention. This study differs from previous studies in two ways. First, it is set in intact classrooms, so all episodes involving focus on form arise incidentally. Second, it examines only such episodes as are initiated by learners. The justification for this is an extension of the argument for incidental FonF. If the effectiveness of FonF is ultimately determined by learner need, then it is essential to examine the episodes in which the learners themselves choose to focus on formal aspects of language. The study addresses the following research questions: Do learners initiate attention to form, as requests for assistance, feedback on error, modeling, or fine tuning, that is, repetitions, recasts, and requests for clarification? If so, on what kinds of forms do they choose to focus? The results suggest that learners can and do attend to form, though relatively infrequently. The most frequent way that they do this is t o request assistance from their teachers. Learner‐generated attention to form increases considerably with rising proficiency and during specific activities. In general, the likelihood of learner‐generated attention to form seems to be linked to learners' perception of the goals of the activity. In addition, as learners' proficiency increases, they are less likely to rely on their teachers for help. Finally, episodes that involve learners‐generated attention to form revolve largely around lexis. More than anything else, learners want to know about words.

show abstract

Cooperative Language Learning in School Contexts

Cited by 29 publications

References 11 publications

O trabalho de grupo como fator potenciador da integração curricular no 1.º ciclo do ensino básico

O trabalho de grupo como fator potenciador da integração curricular no 1.º ciclo do ensino básico

Learner‐Generated Attention to Form

Learner‐Generated Attention to Form

Contact Info

Product

Resources

About