Group Work and Language ing Paul Nation Victoria University of Wellington Like all esening activites, group work fe more ikelyto go wel fis propery planned. Planing requires an under Handing of the principe that los be- ‘ind sucessul group work, ‘The principle of group worke Several factors work together tore cult in group work where exeron in- volved is interested, active, and “hoaghtfl. I these factors agrea with ‘each other, then group works ikely be sucessfl they are notin agree- ‘ent, group work likely tobe unsue- esaful The five factors ae (1) the Teaming goels of group work, @) the ‘ask, the way iormation i dist tte, (the nating arrangement ofthe member of the group, and (5) te 3 ‘al elatonships between the members tthe group. Let ws lod fst tthe learning gos of group work before seeing how the factors work ogother. “The goals of group work: “The following description ofthe gov group work focuses onthe po. Forts Sr angunge: Thee are several femone forte cus oly, group Ivor is most comment sed fet iret ing to eachother Secon Wy, much resco group worn Iangungeieseing as staid spoken cy pay Setause ss he most ‘Sui Gbvered snd recorded. dy, thot ences ue opening ates npaincled ways One ofthe aims ot thai suggest bow sch ate rane used al spied io aeve goal in language nang asses “Growp work can help eang in he fob ways 1 Negtlatin of apt: Group work prods an opportu for ese fo et exposure to ngage tat hey ean Sderiand epost comprehen Input) and ch contains unknown ita for them flea, There ha been Considerable research onthe possible Source of ue pet and te tegen (Long and Porter 1969), Stith fe general reeommendation tht {Goup work property hand soe of Se test valine ese 5. New lexguage ena Group work gives lene ehpoaure ton eange of Fraga ieme and gong ne tne Pi lon eure pee English Teaching Forum 2, 2 CASG#) De m9 ing of the needed language items {Gloup work provides more apport fee for use ofthe new lems compared tovthe opportunites in tescher ded ‘Sass. Croup wore may als improve {he quality ofthese opportunites in term of individuation, motivation, Gepth of procesing, end affective ce te 3: Fluency: Group work allows les esto develo fet in the ue of tae (jue fear that they have slendy {Eared (Davis 182). The arguments supp gow werk rane now items sho apply to. developing Proficiency inthe te of thee ete “tConomantcation strategie: Groep won ge eee the spore #9 issn fommanieaton sates. These Satis include negotiation seaegies {Scone input (eshing cana, Seking confimation, checking com: prchention,repettion), sete to Ecspaconverston ging lms and Brown 1976 Nation S38, strategist ake up fort lof language ems {alk of feny in hese f Such tome (arore 198), snd sets for tmanaging long tirns in speaking Grown et 198) ‘5 Contnt:Paricolasy where B= ish tght dough the carteau, onl of group work nay be the mas {ely or te contont of the cerca fnbjoct the leone are stan. For fcxampe, 5 communiatve task based Sie ater je may have a one of 1 goal the leur of the processes Inblvedn the wor syle ae the dee ‘lopment ofan awareness of howe the Yreter cyl alec our Ives. nse thon, the teacher may expec he lear= feta achieve ne of more a he las {Snge leoing pols aed above ‘Types of group work ‘A useful way of dassiying group- work activites sf look st he dst tion of the informaion needed to do the atvity. In many group-work ste His learers ave equal ccess 0 the Sanne materi or information and COOP trate fo do the task. Inthe following iseusston thi scaled the tpeating Srvengenen. Inthe pear ino #* sngencn one member of the group Bat {ntrmation that all he others nee. the combining ertigenent each eaaet habs dverens pec of information thal Apri 1985athe other need Inthe aa ar making other group-voreaange- dite, Each eames mapis therefore ngotenthatnertosecastothe_menistaneceCivesteninvove eit: intmpet, tnd each eer hain Smuciniormaton but must peo or ing an coven of combing, Te er atta he ihr two do ot have Ge wth diferent pet of These sl feature of combiningsrange- By combining this information each tar ifefet types" rou Wonkette ht une, ler en maken ay. Ty ‘cheveiferet Tearing gore are eset information. Tis meane fat cot by beep Fiaaen SN Gthad to Uewnt oS acts, cheer na group oes pee offence aby destin wt fey ferent Kinds of vesting st tnformaton tht the others do nation her ap forthe her daw Celgement and inv on crancosage have and cach pte of armas i onthe Sittrnt Kinds of sot wetomnipe. needed compte the wa. Hreiran The beat sting rangement ofthe ions for grasp won tobe sues. example involving» group of tree member he group sung thse {tiveecheypo group workmusthave emer ‘Sroupors the eel etree iSinstedlableChokecfoter aco. "Enh eamerhas a map oa and. rangement Ea lrmer ne {UEtuoncw look teach ype tuto However one fare’ ap only hve eal aces fo the thr 0 get Se how the rindie'offoup wosk some afthetowns ae mamed tony the excental information wile et spples, Some of the roads are indicated, On the serving the uniqueness of thei own n- ini second leamer’s map some of heater formation. This means that when The combining arrangement towns are named, neralway s¥stem ss working in palrs the leners should ‘The combining arrangement fs the gen, and theairportiashown: On the fae each other, because that allows ideal arrngement for group work be- third learney’s map the remaining good commurication whilehiing thei ‘cause It ensues interest ar parcpa- roads and fowns are shown, the cetral_Witen or pictorial information. When fiom It may be noticed that ways of mountains named, andheforestis in-work fm a group, ei best A the { Combining Cooperating | Superior-tnterior | Individual [Disuibution ot | ach enmertas | Al'earers have | One or moreleamers | All eames have the nformation luiqueeseental | equslacress tothe | have infomation | sae formation | intrmation Seme intonation an | hat the others do not| but we eiferent | Sandathereview’ | have pe ti Seating anangement | Uesress at at an | Laamersotbeatde | The knowers faethe | The amet ace memento cntance fom | each othe ang the | sien ‘sch other Sch other facing | ivornaton Sah oer Scie eationship | Euaty, mutual | Equity Inoqality the | quality, bt with zpendency Irnowers ein a fos on india ‘iperor postion | performance Most suitable egoationofinpat | Newlanguageltens | New language tems | Hueney lesming gals Mastering content| Puency Mastering content” | New language items Fhency Most suitable asks | Completion Ranking ondeing, | Data gathering | Solving problems Orden choosing Compton Compltion Providing aeons | Bring impos, | froviing decions) Matching: clssying, | eases, aes disungubing | Solving problems ‘Avypiatexample | Asvipstay ‘Arankingowrcien | Anintersiw ‘chain story oF replay “Table 1: The actors involved ingroup work English Teching Fora a Apri 1999Seen ene Foe selene emesis ere SE le see megan see (Cone font Fo Sas anon isan ocena ae eek Sleatmnes fepermnee sees ence tt er re eta creinaa anaes ieee ernar mi nc Leen: tn ores ener ierati emacs eiiceeyearate Sihave fects on he socal ron” Eide haces ia aa cere Sloss Eee tc Sere hc Research on the combi cng eae es Beene Bie input Longand Per Te, eee ‘ent (acker et a O70). Long and ie ican carmen So aeoren ten aera sepa oe Eesti oe eared ec eo a Seeeeeeeas epee sere: in aa ct toe a ca vais = Samet Engl Techn Fram ners ing i ee you, a "anging plete in the se oder ot Your partners unseen pices (Nation io 4 ordering, puting the se tenes o plete ts son oder (Gtson 19, Combining arcangement activities donot eal present probs forthe teacher, Group sae hot resting Iachor. Stipestory exereses (Gibson 1975) involving the onsering pcre or sentence ea be done with rape ‘F15 or mere a ang names ean St tna lige cle or move about fo have sy acest each other- One diialy that may occur is maintaining the lniguerens of each lene nee ton This ean be done by geting er rstomemarzetherinteation tthe Begin of the ak on pi werk sating up 3 pysia! Wen betwen irae. This physical Stier may bee {Grdbowed seen about 5 cntaetes ‘Should combining groupe be made sp ater i ed Fokcagy tt oughly sndae probleney fe essing srl of erttion the tty, Nation (1985 ou tht Ire cs ins homogeneous | ow profen- ‘ goup had more equal spoken pate. {fation then eames in end pups Yarons and Gass (583, roped In Lng and Porter 98) found that most gation of mettng ooured when learners wore of dierent language Ickgrounds and of diferent prea level Chal, diferent gost wil ‘elt differen group membership “The cooperating srangement “The cooperating artangeent the ‘mos common Kind of gp work ie ‘Seon etre hat eee ae Sxl ccs to the sme infomation Sh hive eal sar tench others ie oft Ths seen the pps ‘of cooperating nay frees to share her Understanding oft Toons the task o oh ate ‘elie, Here team example “The lamer oe shown pure and have several questions awe saat sucha you ha to wrt 8 on-word ie for {hs ptr, hat wo bt ‘Whathappenea elt eventn his pure? (What are the characte flings t= twas ech othe? ‘he learners discuss thei answers the questions. May, uf and Go les (190) bok Te M's Ey consis ‘tang atte ik th, “The bes eating rangement forthe members of the group ist sit ins forseshect withthe materi in the ferent thebareaeorinacde theres no materi lok Sie: yin pl the leaner should at ac fngehe some dieeon (32) wi he "ulna fret hom. A much tosis ll the tearnrs Im 9 04 rol be the ue distance en he imateval and the seme distance fom ch ater I the information fs hex fre pcre, then best no fo give fcheames copy, Beco this wold necurag ididel ater han coop crave scr, Group work és most commonly used to get learners talking to each other. Cooperating reuizes some degre of ‘equality betwoan learners, prtely 2 rough equsity of sill Research {hows that group performance wtten Inferior othe bet inaividspertor ‘ance i thre an ecepinal na ‘dual in the group (i 98), Tas, Fercooporaingacitert sbi ta pak ‘exceptional learners n one group athe {than to spread them scot groupe. ‘he considerable amount of reseaich (on cooperating actives wih naive -spenkers Fl 198: Jahnaon es 8 Sharan 1980; Slavin 1980) shows the ood elects that nach wek has on me roving socal relationships stony Fnror ning lamers on ier. ‘atti backgrounds “The mos subi as or coopert- Ingarrangement group work inched: ‘Lanking erdering, chosing, © hosing the best candidate fore ob, Faking sto em new for Su ‘ral oF ist af csone open to you. 2 finding tmpletons, caso use, eg, bralntorming he ees pepe cipt om a dee nd nee rsing = pits Ap 8692. slving probleme, eg, answering Dear Abt leters, aling login Pu ie, amalions producing tomers, making aradla ogra, preparing fora debate orp “Fn sor pobiem with cooperating arangenents is encouraging each ietrae to ply an active part in the (pou. Belge al Jame have egal See othe cameintcrmaton no inde ids enental te cya oe {asin the combining arrangement. aro statgenct ave been ted to {al with remparcipaton. One way it {Dinvoduce loners of the combining, Sttangemers by ging ech kame {he gaps alten fb to do. Fore ple obesctns the secret keep {Tord of decane Ones heat “reweragiog each enmer to ofr an Simi Ont conte varou ep Pine dacusion procedure. Another Say to have a reward scr hat rt the group respons for each Eeavadl toning by rewarding the ‘mnning group ater oan any ne alin ie group (Sejreno 15857). Tht way del wth non paricipe tone Change group se othe pe Bien the groupe fo provide the pt om climate In each group For rkeipton to oe. “The superior inferior rangement “The superiorinfros rangement in _goup werk i a parle fo tain Etching. Tie eset fete of the arengemint that one of more lesser veal the information that the therein the roup nee. Here are two eampin ‘One learner asa complete test. The ther learners have some important ‘words fom the test, By asking ysl ‘uesiong sing those words asc, the lamers ty to rconstrct he text. {One ere as a dct ext that | se dctats fo the caer inthe group ‘They wate the dian, Th bes cnting erage of he members atthe gaps win the peson Inte superior poten aang the thes Ait the ethers shold be an ena ‘Sno rom he pemon with hearse fon Nie that te srangemen has perl wath the combining aeange Eine: The combing anangenent ty beviewodasasetolsupenoriniror a= Tangerente wth cre Isemor i he {pup having to chan bein thes ior pstn-that having rn Em tt thers nest and do not hve "Tae socal rltonship amongst the member of supenorsnferor group ‘he inequality. The person wah the {osmaton isn 3 sopeie potion {ie een yp ae ing int poston orimay need bes per roms ats es asec am peer teaching eth no sive spent (lan 196) shows a the perio infrot arrangement an ‘sul a lo of weal eaming, pte ‘dat In par work “The mt abe tas fo superior Inferior group work incade 1, data gathering, eg, interviews, questoning (Notion 198) providing dectone, eg ling owl gto place onthe map po iding ates sbout how a a ‘Rng pte to makes complete es eampetion a “The individual arrangement ta the individual group-work at- mggement each loses Ras fhe sa ‘Bition Dot mat perfor india tly with» pref ha edormation ‘The Sat eteete good eamploot he All he learners in group can se = agi ee tale 2) Fach sexton ofthe {Bit han» ret tak The earners Ete me ome a secon of he, fe Bian the nowt leer in he phos toca ut theta The ex ao i based onan ate eal "The Wor of Too” New Zand Sot Jour 1,3, 199. The eens would ait ii deg ene Note ta nie ee superine ior arangement and. combining 3 “angaron no enc as infomation {Galthe ote do ot have, Uae ‘Sopersing sangeet cach emer takes an inalval performance Ath snot econ helped bythe ‘er inthe group. The mar el ‘the nda srangerent ae oi (Senet ne each etme an oped ata nd toensure that enh ese Srprspats ‘he enmers in the group eed to have eal ccs othe matritana be Insghtof enh other, Siting as arse ota the most ecavenient ‘The mot subi aca for he a vidal rangement in group Work It Talvng problems, eg. ley actives where ach iva must slr in eran Pemrepetivons eg chal sory were Teamer eel he tor Wo ech ‘her and se the changes that xc in ene es Applying the principle "Teachers sometimes fee uncertain out aepecte of group Work. TYP {questions ate “How many people ‘Noa thee bein a group? se best fo ave people of mike profsensy ot Sun potency n'a groupe” What ‘itefimateral do ned to prepare or [oup work?” The answers to these [ostios ll depend onthe prince of ‘Boap monk tat, the ve feature 2 3 ‘© [What animals are [hat sninals help | What animals har Iiped bythe | thee? 1B | Name ve parts of | Expin why the ee | Explin what vig Stee fae small world. |i © [wnatieyoar nacho biggest | How do tres help favoste pve of | tree near us Newt Steering? | yourhome? | ‘Table? aGLOSSARY (wont ey hee) [pra expres in pices ey eon apponch ot pealing coining an hr lcci that ri of th oe Ed septa a erent om aisterming geting infrmason or eo by nope ction wc eveyone serra pees recip asralpc rae ie ing sess of apr ego plot eemes oc spin ila or ct Sere tor cing iss Sten ume gue sutabein agement with ec SForeumpler the eos group de ends onthe parce goa a up tort, the fp of rman dst om that mt site te gol snd he fering scangetert i an te ‘Sima don the leeing pais lntn trough nepeton of Rp, then combining sangeet ‘teubutn a strmaton met oat ‘Head lamer shld wok as Srp of four o ke wih neers ‘hg ter and aig each ter Sir, the gucsion of md ot cepa! protsoncy ls best awe by Stiving the plete goa of itening ite master ew anoange tems, «superior nf mange tithe more proncenteunes inthe sie Peron poston would be sane Ete hvever the plist. Sp ery groups conde made up of arr fetal prosensy ins coop ng sangeet ite pang ot apd, then group work will probaly not 50 Seety oe exampl copes sangeet wh fourcrnere ores ‘Bong oro wh wo gh prot ‘enc an wo lnrproceny er ina roup a fuciny goals perorintenor arrangement, ofan Fadil serangevont ths ing imps rch om gp work provides sel gen in Spiping te pe hie Eapesece and tporinorston In theca sly eta gl Teacing Forum REFERENCES. A en Chest “rabgie hl Toy ofa %, 1 4 connie soa “povp mth na Bom reson Boery 0 Be Dgen A, Andon Sek ane She ety at Chto ci eS toni = we "ESE, Tning urn: Seer ee ee Ringe Tesi. 2 oo rw om tin oe obtain Rc re The nip ory ahem at OS vcore ‘l peomanes Ar tf beer Ses le ttn ee eas ee bo a breve "TeS01 Gory 104.99 niet ete Sas Biel aA te miecdincawsce EEE ce Seer neo | Padre ies, ie at, are Mae. A Dal. and Geo 18, Te me ge Sie Sa aloe “ea pp, Re eee verre moe m8 4p. 2528. eee heis sees seach ace oo fee ceeeen eautg Pape 2 rd Partpant srs sr Shims, 18 Cope ear ‘ecto dcicnoment site ang th esti nce of Bat Re beri sti er ve lor Ea “Gripen gear Sac Teaching Etictent EFL Reading ommuae rem page 16 REFERENCES. cu, Jane .4 ptae ite BP arrears Sep Seedy 9, "Tamu Canoége Carga ae stage He se ngs 9 ae Hise Eeaventees daciae eloe kane bee erie eae ras eer arate SEE elo sect Baie a "mbes nie Pe prt 308