"She Taught Me Words": The Availability of Vocabulary Help in EFL Classrooms during Cooperative Learning's Peer Interaction

Autor/inn/en	Astuti, Puji; Barratt, Leslie
Titel	"She Taught Me Words": The Availability of Vocabulary Help in EFL Classrooms during Cooperative Learning's Peer Interaction
Quelle	In: PASAA: Journal of Language Teaching and Learning in Thailand, 61 (2021), S.253-283 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0125-2488
Schlagwörter	English (Second Language); Second Language Instruction; Second Language Learning; Instructional Effectiveness; Vocabulary Development; Communicative Competence (Languages); Cooperative Learning; Peer Relationship; Interaction; Middle School Students; Student Participation; Accountability; Helping Relationship; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Unterrichtserfolg; Wortschatzarbeit; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Kooperatives Lernen; Peer-Beziehungen; Interaktion; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Verantwortung; Helfende Beziehung; Ausland; Indonesien
Abstract	While literature suggests the significance of peer interaction for language learners, little is known about how the interaction specifically works to benefit them. Additionally, while putting students in groups has become a widespread practice in language classrooms, most teachers appear not to have a clear idea of how to structure classroom interaction and cooperation so that learning goes in the direction of helping learners to attain communicative competence. To address the gap in the literature and lessen the theory-practice contrast, this qualitative case study was conducted by looking at how cooperative learning (CL) processed in EFL classrooms, with specific attention given to how individual accountability--CL's key principle--manifested and played its important roles during speaking lessons. One of the findings shows that CL's peer interaction in individual accountability activities provides EFL learners with opportunities for giving and receiving vocabulary help, which later helps them to perform better in presenting their understanding of the materials. By implementing CL with fidelity, teachers help EFL learners to achieve their language learning objectives. As for teacher educators, they need to engage teachers in the activities of zooming in on how CL's structured interaction and cooperation help enhance EFL learning. (As Provided).
Anmerkungen	Chulalongkorn University Language Institute. Prem Purachatra Building, Chulalongkom University, Phayathai Road, Pathumwan, Bangkok 10330, Thailand. Tel: +66-2-218-6092; Fax: +66-2-218-6104; e-mail: pasaa.editor@gmail.com; Web site: http://www.culi.chula.ac.th/publicationsonline/home_p1.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01