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The Role of Group Work in Classroom Second Language Acquisition

Published online by Cambridge University Press:  07 November 2008

Teresa Pica  and
Catherine Doughty
Teresa Pica
Affiliation:
University of Pennsylvania
Catherine Doughty
Affiliation:
University of Pennsylvania
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Extract

The shift in language classroom organization from teacher-fronted to student group work has received a growing amount of theoretical and empirical support (cf. Long, 1983; Long, Adams, McLean, and Castanos, 1976; Taylor, 1982). However, this practice is becoming so popular that it is in danger of turning into yet another ESL bandwagon. The following study was conducted, therefore, to evaluate the role of group work in the classroom, specifically in regard to its possible effects on classroom second language acquisition. Comparisons were made of three ESL classrooms during group vs. teacher-fronted classroom interaction on decision-making tasks.

Analysis focused on three broad categories: (1) grammaticality of input, (2) negotiation of input, and (3) individual input/production. Significant differences between the two participation patterns were indicated only in the increased amount of input and production for individual students during group interaction. Task, rather than participation pattern was shown to be a more important variable with regard to parameters (1) and (2). These results suggested that group work has a useful but somewhat restricted role in classroom second language acquisition.

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Type
Articles
Information
Studies in Second Language Acquisition , Volume 7 , Issue 2 , June 1985 , pp. 233 - 248
Copyright
Copyright © Cambridge University Press 1985

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References

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