Role Construction and Language Characteristics in Group Cooperative Learning

高等教育研究

ENGLISH ON CAMPUS

2019年40期总第480期

Role Construction and Language Characteristics in Group Cooperative Learning

文/乐哲瑜

【Abstract】Group members tend to use more casual and relaxed language in group discussions, and provide plenty of hints and help without refuting or critical discourse to maintain their “friendly and supportive” role learning, which may lead to low efficiency of group communication, and reduce the effect of group cooperative learning for shielding and avoiding conflict of opinions.

【Key words】role construction; language characteristics; group cooperative learning【作者简介】乐哲瑜，澳门科技大学国际学院英语专业16级学生。 defined by society, each role is a set of rights, obligations,

Most of people’s daily activities are playing a role

overlap(Katz, 1978). According to the role theory, the society

character. This may mean that group members may be influenced by individual social roles in group cooperative

expectations, norms and behaviors that one must face and and face different roles in different social situations. Driven

will expect the behavior of a person in a specific position, which is usually reflected in his rights, obligations, codes of conduct and other aspects. Under the condition of group cooperative learning, on the one hand, driven by the learning goal, the individual’s role as a group member brings him the behavior expectation of “fully expressing his own opinions to and “offering help to the group members”(Piaget, 1964). promote the effectiveness of communication and discussion” On the other hand, as independent social individuals, they need to play the role of “respecting others’ opinions, maintaining politeness and harmonious relationship and defend their own interests”(Biddle, 1986). Therefore, it can cooperation and discussion, team members not only hope to maintain politeness and harmony in social relations, but also be concluded from the analysis that in the process of group hope to achieve their best learning results. For example, when faced with the behavior of shirking responsibility or delaying progress, all four team members first choose to be inclusive and offer help to maintain their expectation of the role of team members. Cong mentioned in the interview, “in the to find a way to help him solve the problem, which is the

implement. In people’s lives, sometimes they have to play by the motivation of communicative intentions, language analyze the identity construction of various groups(Bryson, communication occasion.

users will continue to make choices in terms of language

strategy and structure. There are many scholars to study and 1997, Rockquemore, 2002). However, it is often neglected that students’ group cooperative learning is also a common social

In order to exclude the influence of different cultures

and individual differences, a research group of the University of Adelaide in English-speaking Australia was selected to investigate the role construction and language phenomena in cooperative group learning. The team consists of four old, male, Chinese), Sally (30 years old, female, Chinese), members: Dlek (25 years old, male, Thai), Cong (23 years and Zoe (19 years old, female, Japanese). By observing 10 conversation content, wording, and the points of interest of research group meetings via a network, we recorded the topics, background, participation of each group member, each research group discussion. In the follow-up interview, we also transcribed, translated and analyzed the content of the members on their own identity, as well as the consideration of using statement in the group discussion.

individuals, the group members provided an example of interview to learn about the expectation and behavior of team

As the multi-role bearers of group members and social

group cooperative learning, if a group member has a problem,

what we should do is not to blame him for the problem, but responsibility I hope a good team member can assume, which is also conducive to the completion of the task.”Another and whether he needs help,” but he also mentioned, “If he does this again, I will take drastic measures, such as taking the because I think it is unfair to me.”

panelist, Dlek, said, “First, I will ask him what the problem is situation to tell the teacher that this may make him punished

Due to role conflict, group members may make some

thinking in the situation of role conflict in the social occasion

of group cooperative learning, which is characterized by

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