In the field of education, there has been a growing interest in cooperative learning. Cooperative learning is an instructional strategy in which two to six learners work together in the completion of a group task, relying on mutual help. This article explores how cooperative learning affected opportunities for learning English as a second language. Sixteen children were frequently involved in cooperative learning in a fourth grade ESL classroom. Methods of data collection included participant observation, audio-taping, interviews with the teacher, and field notes. Using classroom discourse analysis as a framework, this study analyzed naturally occurring classroom discourse to look at verbal interaction patterns and their influence on L2 development. The present study also examined the roles the teacher played in the students’ learning experiences during cooperative learning. Careful analysis of the classroom discourse identified four different types of verbal interaction, which might influence opportunities for L2 development: a) self-correction, b) peer correction, c) repetition, and d) request for assistance. Data analysis also showed that fruitful cooperative learning requires a combination of macro (e.g., lesson planning and organization) and micro level (e.g., moment-to-moment classroom interaction) of teacher’s responsibility.
KCI 등재
ESL Children’s Second Language Learning through Cooperative Learning
영어교육
약어 : 영어 교육
2007 vol.62, no.3, pp.153 - 175
DOI : 10.15858/engtea.62.3.200709.153
발행기관 : 한국영어교육학회
연구분야 : 영어와문학
Copyright © 한국영어교육학회
약어 : 영어 교육
2007 vol.62, no.3, pp.153 - 175
DOI : 10.15858/engtea.62.3.200709.153
발행기관 : 한국영어교육학회
연구분야 : 영어와문학
Copyright © 한국영어교육학회
ESL/EFL, cooperative learning, interaction, classroom discourse analysis Myonghee Kim English Department Bluffton University 1, University Drive, Bluffton, OH, 45817, U.S.A. Email: kimm@bluffton.edu Received in May, 2007Reviewed in June, 2007Revised
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ESL Children’s Second Language Learning through Cooperative Learning
@article{ART001091377},
author={
김명희
},
title={
ESL Children’s Second Language Learning through Cooperative Learning
},
journal={
영어교육
},
issn={1017-7108},
year={2007},
number={3},
pages={153 - 175},
doi={10.15858/engtea.62.3.200709.153},
url={http://dx.doi.org/10.15858/engtea.62.3.200709.153}
TY - JOUR
AU - 김명희
TI - ESL Children’s Second Language Learning through Cooperative Learning
T2 - 영어교육
PY - 2007
VL - 62
IS - 3
PB - 한국영어교육학회
SP - 153 - 175
SN - 1017-7108
AB - In the field of education, there has been a growing interest in cooperative learning. Cooperative learning is an instructional strategy in which two to six learners work together in the completion of a group task, relying on mutual help. This article explores how cooperative learning affected opportunities for learning English as a second language. Sixteen children were frequently involved in cooperative learning in a fourth grade ESL classroom. Methods of data collection included participant observation, audio-taping, interviews with the teacher, and field notes. Using classroom discourse analysis as a framework, this study analyzed naturally occurring classroom discourse to look at verbal interaction patterns and their influence on L2 development. The present study also examined the roles the teacher played in the students’ learning experiences during cooperative learning. Careful analysis of the classroom discourse identified four different types of verbal interaction, which might influence opportunities for L2 development: a) self-correction, b) peer correction, c) repetition, and d) request for assistance. Data analysis also showed that fruitful cooperative learning requires a combination of macro (e.g., lesson planning and organization) and micro level (e.g., moment-to-moment classroom interaction) of teacher’s responsibility.
KW - ESL/EFL, cooperative learning, interaction, classroom discourse analysis Myonghee Kim English Department Bluffton University 1, University Drive, Bluffton, OH, 45817, U.S.A. Email: kimm@bluffton.edu Received in May, 2007Reviewed in June, 2007Revised
DO - 10.15858/engtea.62.3.200709.153
UR - http://dx.doi.org/10.15858/engtea.62.3.200709.153
ER -
김명희 (2007). ESL Children’s Second Language Learning through Cooperative Learning. 영어교육, 62(3), 153 - 175.
김명희 . 2007, “ESL Children’s Second Language Learning through Cooperative Learning”, vol.62, no.3, pp. 153 - 175. Available from: doi:10.15858/engtea.62.3.200709.153
김명희. “ESL Children’s Second Language Learning through Cooperative Learning“ 영어교육 62.3 pp. 153 - 175. (2007): 153.
김명희 . ESL Children’s Second Language Learning through Cooperative Learning 영어교육 [Internet]. 2007; 62(3), : 153 - 175. Available from: doi:10.15858/engtea.62.3.200709.153
김명희 . “ESL Children’s Second Language Learning through Cooperative Learning“ 영어교육 62, no.3, (2007): 153 - 175. doi: :10.15858/engtea.62.3.200709.153