A Study On The Interaction Of Cooperative Learning Groups: Conversation Analysis Approach

Since its emergence in US in 1970s, cooperative learning has gathered great momentum in its development and has been regarded as one of most influential and fruitful areas in educational research and practice. However, it was not introduced to China until 1990s and since then, it has begun to draw the attention of teachers and researchers. So far, there are still scanty empirical researches into cooperative learning in China. This research aims to study students' interaction in cooperative learning groups.It focuses on interaction of three cooperative learning groups carrying out the task of peer-feedback on their writing. Their discussions were observed, recorded and selectively transcribed. Techniques of conversation analysis such as turn construction, turn allocation and turn design are employed to describe features of students' verbal interaction in 1) orientation to the task, 2) transition from one presenter to another, and 3) the forms of giving and receiving feedback. Attempts are also made to discover factors that may support or hinder interaction for cooperactive learning.The present study shows that students can help each other and learn cooperatively. Their interaction is characterized by following features: (1) There is general reluctance to take the initiative in starting the task. (2) There are three ways of handling the transition from one presenter to another: floor managers allocate the turn; one presenter selects the next presenter; one presenter selects himself or herself. (3) The ways of feedback include praising, providing solutions and mainly pointing out problems. (4) Turns are often unevenly distributed among different members and roles; the uneven distribution is caused by differences in their personalities, competence, degrees of familiarity with members and the roles in the task. Lack of good preparation before class, the asymmetry of knowledge or competence and inadequate communicative and cooperative skills may pose some challenges.The results of the present study can illuminate pedagogy. Cooperative learning can be used to enhance students' learning. The focus on the student-student interaction in the cooperative learning doesn't mean minimizing the importance of the teachers.