EffectiveImplementingofGroupWorkinEnglishClassrooms

【Abstract】Group work can be an effective method to motivate students，encourage active learning，and develop key critical-thinking，communication，and decision-making skills.This article suggests ways to help implement group work successfully.

【Key Words】group work； application； suggestions

Introduction

In the beginning，God made an individual - and then he made a pair.The pair formed a group，together they joined others and thus the group grew.Groups are good at combining talents and providing innovative solutions to problems； the wider skill and knowledge of the group has a distinct advantage over that of the individual.So，group work serves as a widespread practice and has been implemented in much of the English instruction，as it creates a non-threatening and a more relaxed learning environment and offers students opportunities to practice various kinds of speech acts.Successful group work，characterized by smooth flow of information and idea exchange will lead to the exploration and development of ideas through talk.So it is good for teachers to improve their teaching through the effective use of group work.

Implementing Group Work in the Classrooms

Group work can improve the overall quality of learning and provides an opportunity for students to clarify and refine their understanding of concepts through discussion and rehearsal with their partners.When effective group management processes are employed，clear assessment guidelines developed and communicated.The likelihood of positive learning outcomes and student satisfaction with group activities is significantly increased.If students cannot see the objective of group work and are unsure of what is expected of them，the educational benefits are reduced and tensions can emerge.The conditions under which group work is conducted are crucial to its success.

Assign group task and make the task challenging.

Consider giving an easy task to arouse students interest in group work and encourage their progress.Collaborative exercises should be stimulating and challenging.All group members should feel a sense of personal responsibility for the success of their team mates and realize that their individual success depends on the groups success.Allocate essential resources across the group，so that group members are required to share information，assign different roles so that they are all involved in the process.By pooling their resources and dealing with differences of opinion students produce a more fruitful product than they could as individuals.

Monitor the group work.As students do their work，circulate among the groups and answer questions raised and express your confidence in them.Also listen for trends emerging from the discussions.However，avoid interfering with group functioning； allow time for students to solve problems before getting involved.If you come upon a group experiencing uncertainty or disagreement，avoid the natural tendency to give the answers.The learning through group work might be slower，but it is harder won and better.

End and assess the group work.

Group work can succeed or fail based on how you incorporate it into the rest of the class.Students need to see how their work was useful and contribute to the development of the topic.Thus，end with a plenary session in which students do group reporting：Oral reports：Have each group give one idea and rotate through the groups until no new ideas arise.Or have each group give their most surprising or illuminating insights or their most challenging question.Written reports：Have each group record their ideas on a transparency or present them yourself or have a group member do so.One variation is to have students write brief comments on Post-it notes or index cards.When responding to students answers，model the respect and sensitivity that you want the students to display.Also readily acknowledge and value opinions different from your own； and be willing to share your own stories，critique your work and summarize what has been said.

Conclusion Group work is one pedagogical strategy that promotes participation and interaction.It also fosters a deeper and more active learning process.In addition to exposing students to different approaches and ways of thinking，working with other students in groups can promote a sense of belonging to combat anonymity.Working together in groups also gives students the opportunity to learn from and teach each other.

References：

[1]Code of Practice Teaching & Assessment University of Wollongong，2002.

[2]Faculty Instructional Productivity.ASHEERIC Higher Education Report No.4.1993.

[3]Meyers C.& T.Jones.Promoting Active Learning：Strategies for the College Classroom. San Francisco：Jossey-Bass，1993.

作者簡(jiǎn)介：楊克彥，女，1966年1月，漢族，江蘇興化人，本科，副教授，研究方向：英語(yǔ)教學(xué)、語(yǔ)言學(xué)。