The Classroom Dynamics Of Information Gap Activities
Bibliographic Data
| ID | 8935898 |
|---|---|
| Authors | Joel Walz (University of Georgia, corresponding author) |
| Year | 1996 |
| Volume | 29 |
| Issue | 3 |
| Pages | 481-494 |
| Publication date | 1996-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.1996.tb01259.x |
| OpenAlex | W2054449982 |
| Language | EN |
| Citations received | 2 |
| References cited | 11 |
British pedagogues developed the concept of the information gap and activities that reproduce it in language classes. The gap refers to the fact that all people possess information unknown to others and that when a need arises to overcome the gap, communication takes place. Activities that exploit this theory are known as jigsaw or information gap activities (IGAs). The author summarizes theories behind peer interaction in language learning and describes the construction of IGAs from authentic documents. He uses a time‐based approach to study four elementary French classes to determine the most effective strategies for using IGAs in small‐group work. By controlling the information deleted and pinpointing what is to be found, teachers can create efficient, high‐language‐use activities that teach not only linguistic skills but also essential cultural information
Bridging (networking · Dynamics (music · Exploit · Information gap · Jigsaw · Linguistics · Mathematics education · Pedagogy · Work (physics · Computer Science · EFL/ESL Teaching and Learning · Engineering · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,07 |
| Citation span | 1997 - 2005 (9) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |