ERIC Number: ED171109
Record Type: Non-Journal
Publication Date: 1975-Aug
Reference Count: N/A
Group Learning in the Language Classroom: The Use of the Strip Story as a Teaching and Learning Technique.
O'Brien, Maureen M.
Teachers of English as a second language need classroom communication activities to help students develop communicative competence. A procedure which uses a group-learning approach and which ensures real communication is the "Strip Story," an adaptation of scrambled story exercises in which each student is given one sentence of a story or anecdote at random; the sentences are numbered and the story must be reassembled strictly through verbal interaction. Five adult Japanese students were given the Strip Story exercises for a period of four weeks, with the hypothesis that student and group-oriented techniques like the Strip Story--wherein students have ultimate responsibility for their learning, the teacher is a 'facilitator of learning,' and adult learner characteristics are respected--produce increased listening comprehension and a more positive attitude toward English. Results showed that: (1) listening comprehension is an active process (not passive as is generally thought); (2) students use extralinguistic cues to convey meaning; (3) students produce real unpredictable communication, the problem itself stimulating interest; (4) a non-threatening atmosphere is more conducive to learning; (5) students are able to retain their own identity, as they draw on their own resources; and (6) students generally felt more positive about learning and speaking English. Further research is suggested, and strip stories and test results are appended. (Author/MHP)
Descriptors: Adult Students, Adults, Class Activities, Communicative Competence (Languages), Conversational Language Courses, English (Second Language), Group Activities, Group Discussion, Higher Education, Individual Characteristics, Instructional Materials, Language Attitudes, Language Instruction, Listening Comprehension, Listening Skills, Masters Theses, Second Language Learning, Teaching Methods
Publication Type: Dissertations/Theses; Reports - Research
Education Level: N/A
Authoring Institution: N/A