Two Faces of Collaboration: A Critical Perspective on Effects of Collaboration in Learners' Corpus Consultation
Two Faces of Collaboration: A Critical Perspective on Effects of Collaboration in Learners' Corpus Consultation
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协作的两个方面：对学习者语料库咨询中协作效果的批判性视角
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Hyeyoung Cho
中科院分区：
文献类型：
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作者：
Hyeyoung Cho
协作学习作为一种教学中介，越来越多地被纳入到学习者的语料库咨询中。然而，研究发现，合作学习也有其消极的一面，因为它可能会导致成员之间的冲突和权力不平等。鉴于合作的两个方面，本研究对合作在学习者语料库咨询中的作用进行了批判性的研究。通过两次合作的语料分析，三名不同二语水平的学生互相帮助理解语料，完成小组活动。语料库分析过程中学生的语言和非语言行为成为调查的主要来源，并辅以前/后访谈和研究者的直接观察结果。这项研究的结果表明，合作创造了显着的权力不平等的参与者逐渐边缘化的学习过程中能力较弱的学生在组和最有能力的学生增加心理负担。此外，语料库咨询过程中的协作工作可能会阻碍个别学生在协作过程中进行个人查询的重要学习机会。尽管存在一定的局限性，本研究的结果提供了一个现实的图片合作学习者的语料库咨询和建议的教学启示，以语料库为基础的教学。
Collaborative learning has been increasingly incorporated into learners' corpus consultation as a type of pedagogic mediation. However, studies found that collaborative learning has negative aspects as it may cause conflicts and power inequality among members. Given the two sides of collaboration, this study provides a critical investigation on the functions of collaboration in learners' corpus consultation. Through two collaborative corpus analysis sessions, three students of different L2 proficiency levels assisted each other’s understanding of corpus data to complete group activities. The students’ verbal and nonverbal behaviors during corpus analysis became the main source of investigation, complemented by the results of pre-/post-interviews and the researcher's direct observations. The findings of this study suggest that collaboration creates significant power inequality among the participants by gradually marginalizing the less capable student in the group from the learning process and increasing the psychological burden for the most capable student. In addition, collaborative work during corpus consultation could impede critical learning opportunities for individual students to pursue personal queries during collaboration. Despite some limitations, the findings of this study provide a realistic picture of collaboration in learners’ corpus consultation and suggest pedagogical implications to corpus-based instruction.