Gobel, P. [pgobel@cc.kyoto-su.ac.jp] (2002, December). Communication strategy use: A theoretical model based on empirical research. Paper presented at the triennial congress of the International Association for Applied Linguistics, Singapore.

Many recent studies offer compelling evidence for the use of negotiated interaction in the L2 (second language) classroom. If communication strategies can be used to promote negotiated interaction, and subsequently comprehensible input, then there is a reasonable argument for attempting to teach these strategies. However, previous research into the teachability and use of communication strategies has often failed to take into account cultural and social factors which may affect strategy use, thus severely limiting the practical pedagogical implications for the EFL (English as a Foreign Language) classroom.

What this presentation seeks to offer is a theoretical model of strategy choice based on empirical research. The research presented here sought to ascertain what listener clarification strategies students use in an EFL environment, whether students can be taught to use a variety of strategies, and whether specific strategy use is affected by level of L2 proficiency and/or the environment inherent in a homogeneous EFL setting. Using an intact group of 48 Japanese university students, the results of the study suggest that the effect of specific strategy training on student choice of strategy use across proficiency levels was insignificant and that certain strategies were preferred by the students over others. Subsequent self-report data supported the quantitative findings of the study, suggesting that cultural, affective, and cognitive factors all played a part in student strategy choice. …

Lam, F. H. [Email: lam_fook_hoe@moe.edu.sg], Low, C. C., Jacobs, G. M., & Fazilah, M. I. (2003, June). Letting go: Promoting student-student interaction after school. Paper presented at the Asia-Pacific Conference on Education, Singapore.

The use of student groups in classroom learning is supported by a great deal of research and learning theory. This paper focuses on the use of student-student interaction outside of regular curriculum time. A rationale is provided for such OCAC (Out-of-Classtime Academic Cooperation). OCAC is presented as a logical extension of the peer collaboration that takes place in many classrooms. Furthermore, students have for centuries been getting together on their own to help each other learn. OCAC is also viewed as a means of helping students develop as people who have the ability to be life-long learners. Types of OCAC are defined and examples are provided. A number of OCAC programmes currently being conducted for science and mathematics students at a Singapore secondary school are described. These include group study sessions, peer tutoring, cross-age tutoring, interdisciplinary project work, mini-research projects, extended library hours and holiday homework. Reactions of students and teachers to the programmes are reported. Suggestions for improvements and additional programmes are offered.

Jacobs, G. M., & Seah-Tay, H. Y. [Email: kittymao@pacific.net.sg] (2003, June). Cooperative learning promotes thinking: The example of teaching text types. Workshop presented at the Asia-Pacific Conference on Education, Singapore.

Cooperative learning is a generic instructional methodology that can be used to promote thinking in any subject area and with any age of student. Furthermore, writing has been used to promote thinking across the curriculum. In this workshop, participants act as students to take part in cooperative learning activities that integrate complex thinking with the teaching of written text types. The term text types refers to different purposes for writing, e.g., to entertain (Narratives), to explain (Explanations), to persuade (Arguments) and to guide (Procedures). The cooperative learning principles and techniques seen in the activities are explained. The teaching of text types, like all teaching, involves a scaffolding process. In this case, students begin by reading, understanding and analysing whole texts of a particular text type. Then, a gradual process begins in which students unscramble texts, insert individual words, reconstruct texts, write texts as an entire class, work in groups to write texts and work alone to write texts in that text type with feedback from peers and teachers. Cooperative learning adds to this scaffolding process by supplementing scaffolding by teaching with scaffolding by peers. Participants also have opportunities to develop related activities for their own students.

INTERNATIONAL ASSOCIATION
FOR THE STUDY OF
COOPERATION IN EDUCATION
P.O. Box 390
Readfield, Maine 04355
(207) 685-3171
http://www.iasce.net