Часть VIII


«Молодой учёный» . № 21 (259) . Май 2019 г. Филология, лингвистика



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«Молодой учёный» . № 21 (259) . Май 2019 г.
Филология, лингвистика
Филология, лингвистика
Interview with teacher B
Teacher B states that she uses group work a lot with her 
students, at least a little part of each lesson is spent doing 
group work in one form or another. She states that variation in 
the ways students work in the classroom is very important to 
keep the students interested and engaged in the lesson. When 
using group work her goal is that the students cooperate with 
each other and use their friends’ skills to develop their own.
Teacher B uses group work in much the same way as 
teacher A, to develop the students’ communicative abilities. 
She uses dialog work a lot with her students both when 
teaching English and Spanish. After each “chapter” in their 
textbook she has the students in pairs or small groups write 
dialogs using what they have learnt in the chapter. When they 
are done with the dialog they act it out in front of the class 
as a presentation. The dialogs are used as short group work 
activities and never go on for more than one or two lessons. 
Teacher B explains that she rarely uses group work that spans 
over more than two weeks as she feels that the students do not 
have the necessary language skills that would be needed for an 
exercise that would take several weeks to complete.
Furthermore when discussing what the result of group 
work is, excluding how they show their dialogs, they always 
after a slightly longer group work task give some form of 
presentation. This presentation is most often oral in front of 
the class, but there is usually also a written assignment to be 
handed in.
According to teacher B she does not combine her subject 
with other subjects as she feels that she then would not have 
enough time to help all students reach the goals in the syllabus. 
She feels that it would take too much time to cooperate with 
another teacher and that she would not be able to teach the 
students as much. Although this is how she works at the 
moment she expresses a wish about in the future being able 
to work with other teachers as she thinks that the students 
would find it enjoyable and interesting. But at this time it is 
not something she has time for.
In a time when it becomes more and more important to 
be able to cooperate with other people in both your native 
language, as well as in foreign languages it is important to 
teach our students how this is done. This essay has focused 
on how and why teachers use group work in teaching second 
and third language students. Regardless of the fact that the 
curriculum does not state that group work is to be used, all 
teachers still use it in their lessons. The teacher is key in 
making sure that group work is a success. If the teacher does 
not explain explicitly to the students how and what they are 
to do, it is unlikely the result will be what the teacher hoped 
for.
It has been brought to my attention that although all 
teachers in the study use group work with their students
they all have the same reservations as to how the students 
will behave. I find surprising how they all see the same issues 
and still not come up with good ideas as how to resolve them.
There are many aspects that I would find interesting to see 
further research on. How to introduce a group work project as 
well as the student”s opinion of group work, whether they find 
it to be a good way to learn, and if both high and low achievers 
feel the same way.
To conclude, in attempting to answer my research 
questions I have found that teachers use group work in similar 
ways and for similar reasons and that they all have the same 
problems with their students. I believe that teachers instruct 
their students on how to work in groups in the same way 
that they were instructed as students. The issues that were 
encountered during the 90”s are the same as the ones that 
occur now. As teachers obviously still believe that group 
work is a good way to achieve the goals of the curriculum and 
syllabus, time and effort should be put into finding a way to 
make it as effective as possible.
References:
1. S. Hartman, Dewey l
ä
st idag (pp. 57–70). Stockholm: L
ä
rarh
ö
gskolan i Stockholm.
2. Cohen, E. G. (1994). Designing Groupwork. Strategies for the Hetrogenous Classroom. 2nd ed. New York: Teachers 
Collage, Columbia University.
3. Cohen, L., Manion, L., & Morrison, K. (2000). Research Methods in Education. London: Routledge Falmer.
4. Granstr
ö
m, K. (n. d.). Ledarskap i klassrummet. Retrieved 05 22, 2011, from www.resonemang.se: http://www.
resonemang.se/Dokument/Kombi/Litt/Moment_II/Ledarskap%20i%20klassrumm et.pdf
5. Hammar Chirac, E. (2003). Grupprocesser i utbildning. En studie av gruppers dynamik vid problembaserat l
ä
rande. 
Department of Behavioural Sciences. Link
ö
ping: Link
ö
pings universitet.
6. Illingworth, V. (2007). Groupwork Survey. Bradford: Bradford university.
7. Lightbown, P. M., & Spada, N. (2006). How languages are learned (3 ed.). Oxford: Oxford university press.
8. Studies of learner discourse in the acquisition of Swedish as a second language in educational texts. Stockholm: 
Stockholm University.
9. McKay, S. L. (2006). Researching Second Language Classrooms. New York/London: Routledge. S
ä
lj
ö
, R. (2003).,
10. http://www.rusnauka.com/11_DN_2016/Pedagogica/5_209142.doc.htm



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