Cooperative Strategy Training and Oral Interaction: Enhancing Small Group Communication in the Language Classroom

By D. Naughton. 2006

127 citations recorded by the source corpus.

This study focused on the effect of a cooperative strategy training program on the patterns of interaction that arose as small groups of students participated in an oral discussion task. The underlying assumption was that students could be taught to engage with each other and with the task in a way that would foster the creation and exploitation of learning opportunities. Intact classes were randomly assigned to the experimental or control condition, and triads from within each group were videotaped at the beginning and end of the experimental intervention. Data taken from the videotapes were analyzed in order to measure changes in overall participation, strategic participation, and the use of the individual strategies included in the program. The pretest showed that prior to strategy training, interaction patterns frequently did not reflect those interactions deemed important for language acquisition as identified within both traditional second language acquisition (SLA) and sociocultural research. The posttest revealed, however, that the strategy training program was largely successful in encouraging students to engage in these types of interactional sequences.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/db850d5df5fbf8a3d5f67cdb6cf8b818110dd07a

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Citations in the corpus

PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT (2012, background): “…the primary purpose of the study was to examine CF as a way of enhancing L2 development rather than examining (a) mastery of the strategy itself (Naughton, 2006 ), (b) change in participatory patterns (Bajarano, Levine, Olshtain, & Steiner, 1997 ), or (c) the relationship between strategy use…”
Interaction and instructed second language acquisition (2018, background): “This monitoring process facilitates L2 learning in the provider (see also Naughton 2006; Fujii & Mackey 2009; Sato & Ballinger 2012; Fujii, Ziegler & Mackey 2016; Sato 2017).”