Investigating Culture through Cooperative Learning.

Abstract: Studies indicate that group work accompanied by the cooperative learning elements of individual accountability and structured independence among group members enhances student achievement. This article illustrates the implementation of a specific type of cooperative learning project called group investigation. The project is based on Slavin's (1995) six-stage model of group investigation. It was implemented in a fourth-semester college-level French class and would be suitable for third- and fourth-year high school French classes. The model could be adapted for Spanish or other language classes. Key words: cooperative learning, culture, group investigation, group work, teaching methods Language: Relevant to all languages Introduction Cooperative learning refers to a variety of leaching methods characterized by positive interdependence and individual accountability among students working together to achieve a common goal. It is, according to Slavin (1996), "one of the greatest success stories in the history of educational research" (p. 43). Compared to competitive and individual learning, cooperative learning results in greater student achievement (Johnson & Johnson, 1999). Moreover, students engaged in cooperative learning develop higher level thinking skills, improved interpersonal skills, greater intrinsic motivation, heightened self-esteem, and positive attitudes toward learning (Dornyci, 1997; Slavin, 1995). Researchers have argued thai cooperative learning methods are beneficial in learning a second language (L2) because, among other justifications, they provide opportunities for increased language production and allow learners to negotiate meaning in natural, low-anxiety environments (Bailey, Daley, & Onwuegbuzie, 1999; Ford, 1991; Long & Porter, 1985). McGroarty (1993) maintained that cooperative learning "provides a powerful tool for language acquisition because it establishes an instructional context that supports many of the aspects of language development taken as central by [recent L2 acquisition] theories" (p. 20). The literature on cooperative learning in classroom L2 instruction does not always distinguish between cooperative learning and other types of group work.1 Cohen (1986) defined group work as "students working together in a group small enough so that everyone can participate on a task that has been clearly assigned" (p. 1). Dornyei (1997) pointed out that not all group work necessarily engages students in cooperative learning (CL). Typical group work activities associated with communicative language teaching are not equivalent to CL, because the small group format is not the essence of CL. . .small group activities in L2 classes often are not cooperative in nature, or they underutilize CL principles. (Dornyei, 1997, p. 483) Johnson, Johnson, and Smith (1995) agreed that "simply placing students in groups and telling them to work together does not in and of itself promote higher achievement" (p. 30). They maintained that in order for students to reap the benefits provided through cooperative learning, five conditions must be respected. The first condition is clearly perceived positive interdependence. It exists "when one perceives that one is linked with others in a way so that one cannot succeed unless they do (and vice versa) and/or that one must coordinate one's efforts with the efforts of others to complete a task" (p. 31). When students work together without experiencing the feeling that everyone in their group either sinks or swims together, the learning situation is not cooperative; it is either competitive or individualistic with talking. The second and third conditions for cooperative learning are promotive (faceto-face) interaction and felt responsibility (individual accountability) to achieve the group's goals. Promotive interaction occurs when students provide one another with help and feedback, exchange needed resources, challenge one anothers' conclusions and reasoning, and encourage one another to achieve their mutual goals. …