The Role of Group Work in Classroom Second Language Acquisition
The Role of Group Work in Classroom Second Language Acquisition
复制标题
小组合作在课堂第二语言习得中的作用
DOI：
10.1017/s0272263100005398
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发表时间：
1985
影响因子：
4.1
通讯作者：
C. Doughty
中科院分区：
文献类型：
--
作者：
T. Pica;C. Doughty
语言课堂组织从教师主导到学生小组工作的转变得到了越来越多的理论和实证支持（参见Long, 1983; Long, Adams, McLean, and Castanos, 1976; Taylor, 1982）。然而，这种做法变得如此流行，以至于有变成另一种ESL潮流的危险。因此，下面的研究是为了评估小组工作在课堂上的作用，特别是它对课堂第二语言习得的可能影响。比较了三个ESL教室在小组和教师面前的课堂互动中的决策任务。分析主要集中在三个大类：(1)输入的语法性，(2)输入的协商性，(3)个人输入/产出。两种参与模式之间的显著差异仅表现在个体学生在群体互动中投入和产出的增加上。对于参数(1)和(2)，任务，而不是参与模式被证明是一个更重要的变量。这些结果表明，小组合作在课堂第二语言习得中有一定的作用，但也有一定的局限性。
The shift in language classroom organization from teacher-fronted to student group work has received a growing amount of theoretical and empirical support (cf. Long, 1983; Long, Adams, McLean, and Castanos, 1976; Taylor, 1982). However, this practice is becoming so popular that it is in danger of turning into yet another ESL bandwagon. The following study was conducted, therefore, to evaluate the role of group work in the classroom, specifically in regard to its possible effects on classroom second language acquisition. Comparisons were made of three ESL classrooms during group vs. teacher-fronted classroom interaction on decision-making tasks. Analysis focused on three broad categories: (1) grammaticality of input, (2) negotiation of input, and (3) individual input/production. Significant differences between the two participation patterns were indicated only in the increased amount of input and production for individual students during group interaction. Task, rather than participation pattern was shown to be a more important variable with regard to parameters (1) and (2). These results suggested that group work has a useful but somewhat restricted role in classroom second language acquisition.