Emotionalität undKooperation – affektive Aspekte von Gruppeninteraktionen (sichtbar machen)

Feick, Diana

doi:10.14220/odaf.2017.33.2.23

Cited by 1 publication

(1 citation statement)

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“…Observing the implications of this study for language learning and teaching, there are some recommendations for action in institutional course contexts or in social learning settings in order to activate the potentials of group autonomy (Feick, 2017). Teachers together with their learners could analyze interactional behavior during group work.…”

Section: Resultsmentioning

confidence: 99%

Social Autonomy and Decision Making in L2 Group Work

Feick

2018

SISAL

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This article presents an investigation into the socio-interactional nature of learner autonomy in language learning groups. The study is situated in the context of a mobile phone video project with 13 Mexican adult learners of German as a foreign language (GFL). The aim was to examine autonomy, heteronomy and participation in L2 classroom negotiations in a group work situation. These constructs have been shown to be highly influential in second language learning in an institutional context (Little, 2000; O’Leary, 2014; Schmenk, 2008; Thornbury, 2011). Decision-making episodes of three project groups were examined from an interactional, participational and sequential point of view. The analysis offered both an etic and an emic perspective on L2-group negotiation processes and allowed for the detailed reconstruction of collective and cooperative participation mechanisms. It unveiled a strong link between individual interaction styles, different types of participation, group discourse patterns and the display of group autonomy and/or personal autonomy. These findings inform an empirically grounded theoretical model of group autonomy in the L2 classroom, which will be introduced in this paper.

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Section: Resultsmentioning

confidence: 99%