Cooperative Learning, Collaborative Learning, and Interaction: three Communicative Strands in the Language Classroom  

Oleh:

Oxford, Rebecca L.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Modern Language Journal (sebagian Full Text & ada di JSTOR) vol. 81 no. 4 (Dec. 1997), page 443-456.
Fulltext: Vol 81 no 4 pp.443-456.pdf (2.23MB)

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Perpustakaan PKBB Nomor Panggil: 405/MLJ/81 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

This article describes important distinctions among three strands of communication in the foreign or second language (L2) classroom: cooperative learning, collaborative learning, and interaction. These three strands have different connotations, which, when understood, can help us better comprehend language learning and teaching. Cooperative learning refers to a particular set of classroom techniques that foster learner interdependence as a route to cognitive and social development. Collaborative learning has a "social constructivist" philosophical base, which views learning as construction of knowledge within a social context and which therefore encourages acculturation of individuals into a learning community. Interaction is the broadest of the three terms and refers to personal communication, which is facilitated by an understanding of four elements: language tasks, willingness to communicate, style differences, and group dynamics.

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