{"title":"多语言背景下小组工作的多重视角","authors":"N. Storch, Helen Zhao, J. Morton","doi":"10.1075/aral.21040.sto","DOIUrl":null,"url":null,"abstract":"\nGroup assignments are widely used in higher education for a range of educational reasons. Although there is a large body of research on the merits of group work and factors that may contribute to successful group work, less is known about students’ and teachers’ perspectives, particularly when groups are composed of students from diverse linguistic backgrounds. The current qualitative study investigated students’ and teachers’ perspectives on group assignments in a Master of Applied Linguistics program offered by a leading research university in Australia. The program has predominantly English as an additional language (EAL) students. Teachers and students in four graduate subjects that involved group assignments were interviewed for their views and reflections. Analysis of the interview data revealed similarities and differences in perspectives in five main areas – group work benefits and challenges, group formation and assessment, and the need for pre-implementation training. The findings highlight the need for teachers to promote open discussion about the purposes and merits of group work, both pedagogical and social.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.9000,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Multiple perspectives on group work in a multilingual context\",\"authors\":\"N. Storch, Helen Zhao, J. Morton\",\"doi\":\"10.1075/aral.21040.sto\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\nGroup assignments are widely used in higher education for a range of educational reasons. Although there is a large body of research on the merits of group work and factors that may contribute to successful group work, less is known about students’ and teachers’ perspectives, particularly when groups are composed of students from diverse linguistic backgrounds. The current qualitative study investigated students’ and teachers’ perspectives on group assignments in a Master of Applied Linguistics program offered by a leading research university in Australia. The program has predominantly English as an additional language (EAL) students. Teachers and students in four graduate subjects that involved group assignments were interviewed for their views and reflections. Analysis of the interview data revealed similarities and differences in perspectives in five main areas – group work benefits and challenges, group formation and assessment, and the need for pre-implementation training. The findings highlight the need for teachers to promote open discussion about the purposes and merits of group work, both pedagogical and social.\",\"PeriodicalId\":43911,\"journal\":{\"name\":\"Australian Review of Applied Linguistics\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.9000,\"publicationDate\":\"2022-08-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Australian Review of Applied Linguistics\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1075/aral.21040.sto\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Australian Review of Applied Linguistics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1075/aral.21040.sto","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"LINGUISTICS","Score":null,"Total":0}
Multiple perspectives on group work in a multilingual context
Group assignments are widely used in higher education for a range of educational reasons. Although there is a large body of research on the merits of group work and factors that may contribute to successful group work, less is known about students’ and teachers’ perspectives, particularly when groups are composed of students from diverse linguistic backgrounds. The current qualitative study investigated students’ and teachers’ perspectives on group assignments in a Master of Applied Linguistics program offered by a leading research university in Australia. The program has predominantly English as an additional language (EAL) students. Teachers and students in four graduate subjects that involved group assignments were interviewed for their views and reflections. Analysis of the interview data revealed similarities and differences in perspectives in five main areas – group work benefits and challenges, group formation and assessment, and the need for pre-implementation training. The findings highlight the need for teachers to promote open discussion about the purposes and merits of group work, both pedagogical and social.
期刊介绍:
The Australian Review of Applied Linguistics (ARAL) is the preeminent journal of the Applied Linguistics Association of Australia (ALAA). ARAL is a peer reviewed journal that promotes scholarly discussion and contemporary understandings of language-related matters with a view to impacting on real-world problems and debates. The journal publishes empirical and theoretical research on language/s in educational, professional, institutional and community settings. ARAL welcomes national and international submissions presenting research related to any of the major sub-disciplines of Applied Linguistics as well as transdisciplinary studies. Areas of particular interest include but are not limited to: · Analysis of discourse and interaction · Assessment and evaluation · Bi/multilingualism and bi/multilingual education · Corpus linguistics · Cognitive linguistics · Language, culture and identity · Language maintenance and revitalization · Language planning and policy · Language teaching and learning, including specific languages and TESOL · Pragmatics · Research design and methodology · Second language acquisition · Sociolinguistics · Language and technology · Translating and interpreting.