同伴互动中的群体凝聚力与学习机会

IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Porta Linguarum Pub Date : 2017-11-01 DOI:10.30827/DIGIBUG.54149
C. Leslie
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引用次数: 0

摘要

西班牙这项研究基于任务法研究了两组英语作为外语的同伴之间的口语互动,一组自称是有凝聚力的群体,另一组自称是凝聚力较弱的群体。其目的是调查如何通过互动创造学习机会,并确定群体的或多或少凝聚力如何影响同龄人之间的学习机会数量。这项研究基于一学年在课堂上进行的活动。这项研究是从学习第二语言的社会认知角度出发的,数据来自完成八项口头任务的学生小组的问卷调查和录音。根据对话分析,这些录音已被转录和分析,以定量的方式与学习机会有关,并以定性的方式与促进积极社会层面并导致学习机会的互动有关。互动分析揭示了两组学生创造学习机会的各种方式。额外的定性分析表明,参与者之间的情感关系如何影响英语创造的学习机会的数量。目前的研究调查了两个以任务为基础的英语课堂上的对等口头互动,一个是自我宣布的凝聚力小组,另一个是自我宣布的凝聚力小组。这项研究的目的是调查这两个群体是如何通过对等互动谈论学习机会的,并确定班级的凝聚力或不那么凝聚力的性质如何影响对等互动中学习机会的数量。这项研究是在一学年内进行的。这项研究是在语言学习的社会认知视角下进行的,数据来自两人组、三人组和四人组完成总共8项口头任务的问卷调查和录音谈话。使用对话分析,对这些音频记录进行了转录和定量分析,以获得学习机会,并对鼓励积极的社会层面并可能导致创造学习机会的互动进行了定性分析。对互动的分析揭示了凝聚力和凝聚力较弱的班级的学习者创造学习机会的多种方式。对这些互动的进一步定性分析表明,参与者之间的情感关系如何影响创造的学习机会的数量。
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Group cohesion and learning opportunities in peer interaction
espanolEl presente estudio investiga la interaccion oral entre pares en dos grupos de ingles como lengua extrajera basados en el enfoque por tareas, uno de ellos autodenominado como un grupo cohesionado, mientras que el otro se declara como grupo menos cohesionado. El objetivo es investigar como se crean oportunidades de aprendizaje a traves de la interaccion, y determinar como la naturaleza mas o menos cohesiva del grupo influye en el numero de oportunidades de aprendizaje entre pares. El estudio esta basado en las actividades realizadas en el aula durante un ano academico. La investigacion se encuadra dentro de una perspectiva sociocognitiva de aprendizaje de una segunda lengua y los datos provienen de cuestionarios y grabaciones audio de grupos de estudiantes que completaron ocho tareas orales. A partir del analisis conversacional, estas grabaciones han sido transcritas y analizadas de modo cuantitativo en relacion con las oportunidades de aprendizaje y de manera cualitativa para las interacciones que fomentan una dimension social positiva y conducen a oportunidades de aprendizaje. El analisis de interacciones revela la variedad de maneras mediante las cuales los estudiantes de ambos grupos crean oportunidades de aprendizaje. Analisis cualitativos adicionales demuestran como la relacion afectiva entre participantes influye en la cantidad de oportunidades de aprendizaje creadas EnglishThe present study investigates peer to peer oral interaction in two task based English as a foreign language classrooms, one of which was a self-declared cohesive group, and the other a self-declared less cohesive group. The objective of the study was to investigate how learning opportunities were talked into being through peer to peer interactions in these two groups and to determine how the cohesive or less cohesive nature of the class influenced the number of learning opportunities in peer interaction. The study was classroombased and was carried out over the period of an academic year. Research was framed within a sociocognitive perspective of language learning and data was collected from questionnaires and audio recorded talk of dyads, triads and groups of four students completing a total of eight oral tasks. Using conversation analysis, these audio recordings were transcribed and analysed quantitatively for learning opportunities and qualitatively for interactions which encouraged a positive social dimension and which may have led to the creation of learning opportunities. Analysis of interactions revealed the many ways in which learners in both the cohesive and less cohesive class created learning opportunities. Further qualitative analysis of these interactions showed how the affective relationship between participants influenced the number of learning opportunities created.
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来源期刊
Porta Linguarum
Porta Linguarum Social Sciences-Education
CiteScore
1.70
自引率
16.70%
发文量
51
期刊介绍: PORTA LINGUARUM is an international and interuniversity journal that specialises in foreign language didactics. Its aims to publish empirical studies, critical revisions, and theoretical models that relate to the many factors that influence the FL teaching and learning: - The social and school context: the family’s social and cultural influence as well as the student’s mother language and its influence on the L2 learning process, etc. - The students: their personal characteristics (age, gender, personality traits, etc.) as well as their attitudes, motivation, cognitive styles, etc. - The FL teacher: the teacher’s mental representations, attitudes, motivation, individual characteristics, teaching methods, etc. - Learning conditions and the learning process, variables that influence the teaching and learning processes in the classroom: efficiency of teaching strategies, teaching methods and techniques, second language acquisition processes, students and teachers interaction, effect of teaching resources and materials, etc. - Learning outcomes: evaluation of procedures as well as the evaluation of the students’ communicative competence at different academic levels, etc.
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