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English Teaching Forum, v55 n1 p14-21 2017

There is no doubt that pair/group work is an integral part of language learning because it not only provides a unique opportunity for students to improve an array of skills such as critical thinking and problem solving, but also enables them to experience a diversity of personalities and perspectives. Frequent exposure to a wide range of individuals through pair/group work plays a crucial role in the overall learning process. Developing good group dynamics is crucial for students' learning journey, as it not only promotes a sense of confidence in students but also builds trust and acceptance among group members. Team bonding activities are helpful to reinforce students' sense of belonging throughout the course. At the beginning of the course, students should feel comfortable and relaxed in sharing personal information with one another. During the course, students participate in activities where they share a sense of joy by revealing their life stories, collaborating to solve problems, and competing in games, which helps develop feelings of understanding, belonging, and trust. At the end of the course, students receive time to reflect on their best memories about the learning experience with friends. By incorporating bonding activities in all stages of group work, teachers build a cohesive environment that is fundamental in helping students learn English.

Descriptors: Group Dynamics, Group Unity, Second Language Learning, English (Second Language), Cooperative Learning, Teamwork, Group Activities, Learning Activities, Trust (Psychology), Learning Experience, Peer Relationship, Teaching Methods, Vocabulary Development, Morphemes, Interpersonal Communication, Language Acquisition

US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037. e-mail: etforum[at]state.gov; Web site: http://americanenglish.state.gov/english-teaching-forum-0





Autor: Pham, Huynh Phu Quy

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=71&id=EJ1137785



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