ERIC Number: ED359772
Record Type: RIE
Publication Date: 1993
The Importance of Participant Role in Cooperative Learning.
Working Papers in Educational Linguistics, v9 n1 p1-20 Spr 1993
A way in which second language teachers can use analysis of student discourse to understand how small group interaction defines students' roles relative to each other is demonstrated in a case study. The study compared the participant role of a 21-year-old Japanese male student in an intensive English second language program in two different student pairs. In one pair, the subject did not participate fully, showed frustration, and allowed the other participant to determine the dynamics of the interaction. In the second pair, the subject negotiated turn-taking with his partner and began to perceive himself as a legitimate participant in the classroom culture. It is concluded that the interaction between students can either limit or enhance students' opportunities to participate and negotiate meaning, and the teacher is in a position to intervene to change the limiting organization of the pair or group. In addition, it is proposed that when the teacher can identify strategies that students are using to successfully negotiate meaning, she or he can help all students develop such strategies by making them explicit. (MSE)
Descriptors: Case Studies, Classroom Techniques, College Students, Cooperative Learning, Discourse Analysis, Educational Research, English (Second Language), Group Dynamics, Higher Education, Language Research, Learning Strategies, Peer Relationship, Second Language Instruction, Second Languages, Small Group Instruction, Student Role
Publication Type: Reports - Research; Guides - Classroom - Teacher; Journal Articles
Education Level: N/A
Authoring Institution: N/A
Note: For the complete journal, see FL 021 224.