A Study of Spanish II High School Students' Discourse During Group Work
Bibliographic Data
| ID | 8936404 |
|---|---|
| Authors | David Alley (Georgia Southern University, corresponding author), David C Alley |
| Year | 2005 |
| Volume | 38 |
| Issue | 2 |
| Pages | 250-257 |
| Publication date | 2005-05-01 |
| 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.1944-9720.2005.tb02489.x |
| OpenAlex | W2057597962 |
| Language | EN |
| Citations received | 5 |
| References cited | 18 |
Group work offers a viable alternative to the teacher-centered, direct instructional model. However, many teachers have been reluctant to incorporate extensive group work into their teaching repertoire, citing concerns about the amount of English used and off-task behavior. This study reports the results of an analysis of five conversations of Spanish II high school students working on a series of group projects. The researcher established that the majority of student discourse was in English and that there was consistent off-task behavior in the groups. However, the majority of the student discourse was relevant to completing the assignment. A further analysis of this on-task discourse revealed examples of metacognitive discourse (i.e., talk about procedures and strategies) and metatalk (i.e., talk about vocabulary and grammar). Finally, survey data demonstrated that student opinions are generally positive about group work
Cognition · Discourse analysis · Grammar · Group work · Linguistics · Mathematics education · Metacognition · Pedagogy · Repertoire · Task (project management · Vocabulary · Work (physics · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Psychology
A review of recent research (2000–2008) on applied linguistics and language teaching with specific reference to L2 Spanish
Functions of L1 in the collaborative interaction of beginning and advanced second language learners
L1 use among young EFL mainstream and CLIL learners in task-supported interaction
Own-language use in language teaching and learning
Student Collaboration and Teacher‐Directed Classroom Dynamic Assessment
Ethnography and language in educational settings
Teacher's handbook
Restructuring the Classroom
Using the First Language in the Classroom
Non-native/Non-native Conversations
Integrating Grammar Instruction and Communicative Language Use through Grammar Consciousness-Raising Tasks
Group Work, Interlanguage Talk, and Second Language Acquisition
Bridging the Gap
Group Work is NOT Busy Work
Can We Talk
Assessing the Effects of Cooperative Learning in an Honors Foreign Language Classroom
When Are They Going to Say “It” Right? Understanding Learner Talk During Pair‐Work Activity
The Effect of Block Scheduling on Foreign Language Learning
The Classroom Dynamics Of Information Gap Activities
Going beyond the Native Speaker in Language Teaching
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2011 - 2017 (7) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 5 |