Eric Hirata

May 8, 2019

Professional Development
Why Groups?
Long’s Interaction Hypothesis states that language proficiency occurs with face-to-faceinteraction/communication.
Because peer interaction allows learners more opportunities to talk than teacher-learner interaction, it also
allows them to make their processing more automatic (Philp, 2014, 59)
Donato (1994) coined the term “collective scaffolding” to describe learners being able to internalize
information that they are able to gain from engaging in discourse with each other, regardless of theirlanguage abilities.
Why Group Dynamics in SLA?
Success depends less on materials, techniques and linguistic analyses, and more on what goes on insideand between the people in the classroom (Stevick, 1980, p. 4)
I am convinced that a successful group dynamic is a vital element in the teaching/learning process(Hadfield, 1992, p. 10)
In a ‘good’ group, the L2 classroom can turn out to be such a pleasant and environment that the timespent there is a constant source of success and satisfaction for teachers and learners alike. And even if
someone’s commitment should flag, his or her peers are likely to ‘pull the person along’ by providing thenecessary motivation to persist (Dornyei, 2003, p. 4)
In contrast, when something ‘goes wrong’ with the class- for example conflicts or rebellious attitudes
emerge, or there is a sudden lethargy or complete unwillingness for cooperation on the students’ part- theL2 course can become a nightmare. Teaching is hard if not impossible and even the most motivatedlearners lose their commitment (Dörnyei & Murphey, 2003, p. 4)
Teaching Task Matrix
Learning about group dynamics and organizing well-functioning groups will go a long way towardfacilitating smooth classroom management and enhancing student performance…the more time we invest
in Important/Not Urgent activities, the less we need to worry about crisis management.
IMPORTANTURGENT
Using discipline and control
strategies (controlling
distracting students andstopping arguments)
Finding short-term solutions“Fast food” classpreparation

NOT URGENT
Socialization
Community/group building
Planning, seeing the bigpicture
Engendering motivation
Teacher development

Combating student apathy
Dörnyei and Murphey, 2003, p. 10-11
Most common unpleasant feelings that learners may experience in a new group- General anxiety- Uncertainty about being accepted- Uncertainty about their own competence- General lack of confidence- Inferiority- Restricted identity and freedom- Awkwardness- Anxiety about using the L2- Anxiety about not knowing what to do (comprehending)Dörnyei and Murphey, 2003, p. 15

Key Elements to Group Dynamics- Group formation- Group development- Group characteristics- The physical environment- The role of the teacher as the group leader
Dörnyei and Malderez, 1997
Role of Teacher as Facilitator
Lewin, Lippitt, and White (1939) researched autocratic leadership, democratic leadership, and laissezfaire leadership and found democratic groups had friendlier communication, were more group-oriented
and had better member-leader relationships. This study has been reproduced many times in the past 50
years and there is general agreement that the evidence is consistent an clear in support of democratic,participatory leadership.
In a second-language classroom, “it is recommended that group-conscious teaching begins more
autocratically to give direction, security and impetus to the group. Then as the students begin performing,teachers can initiate increasing democratic control of the process. When the group further matures andbegins to show their initiative, more autonomy-inviting leadership might me the most conductive toencouraging student independence and initiative” (Dörnyei & Murphey, 2003, p. 107)
Empathy, acceptance, and congruence are important in being a good facilitator (Rogers, 1961)
Being a transformational leader is better than being a transactional leader because a transformational
leader provides vision and inspiration to the members so that they can transcend their ordinary
achievement level and go the extra mile in the service of the collective interest (Brown, 2000).
The four attributes of being a transformational leader are trust in the group, enthusiasm, commitment tothe students’ learning and skills in building rapport with the students (Dörnyei & Murphey, 2003)

References
Brown, R. (2000). Group Processes: Dynamics Within and Between Groups (2nd ed.). Oxford: Blackwell.
Donato, R. (1994). Collective scaffolding in second language learning. In J. Lantolf & G. Appel (Eds.),
Vygotskian approaches to second language learning. Norwood, NJ: Ablex.
Dörnyei, Z. and Malderez, A. (1997). Group Dynamics and Foreign Language Teaching. System (25)1,65-81.
Dörnyei, Z. and Murphey, T. (2003). Group Dynamics in the Language Classroom. Cambridge, UK:Cambridge University Press.
Hafield, J. (1992). Classroom Dynamics. Oxford: Oxford University Press.
Lewin, K., Lippit, R. and White, R. (1939). Patters of aggressive behavior in experimentally created‘social climate’. Journal of Psychology (10), 271-299.
Philp, J., Adams, R. & Iwashita, N. (2014). Peer Interaction and Second Language Learning. London:RoutledgeRogers, C.R. (1961). On Becoming a Person. Boston, MA: Houghton Mifflin.
Stevick. E.W. (1980). Teaching Languages: A Way and Ways. Rowley, MA: Newbury House