I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission

s;mdaiions and so fodh. Such activities ar€ communicative
actjvilies becasc they:
. Provide oplo<strong>rt</strong>unitics to pracdce strategies for d€veloping, and
teroinatirg convcr$tion encou<strong>tt</strong>ers.
. Require leamers !o develop neanirg collabontively.
. Necessitate the use ofturn-takiDS rules.
. PEclice use ofconv.Fational mutiEs 8nd expr€ssioE.
. Involve leamers in di-S€IcDt kinds of roles, n€.essilatiD8 N of
different style of speakine.
. Require cgotiated coBpl.tiotr ofi.ark.
. Involve irfonralion s<strong>hr</strong>inS.
. Focus or comprcbcnsivc ard mcdirgftl input aDd ouFut.
. RequirE hieh degr€€ of panicipation. (Rich.rds in Nunanl988:
87).
It is quite .xpecled th.t at the b.gjming gmup work may nol
bc .lsily w€lcome by the l.$€rgr.i'Es. Pan ofthe t€cber's job
at this point is to le! lhem know th. ratio lc behind using group
activides. From thc stan rbcy should b€ inforn€d that .s far d
sdall groups m conceE€d. th€y provid. thc oPlimm envirclmn{
for mgotiable conpr€hensive outpul which the learne<strong>rt</strong>enteEd
app.oelEs considcr as one of fte cental ainl. tr fact validity is
claitrd for grow work oD both pcdagosic.l atd Fycholosical
grolrds. Tle Fdagogicsl argrDe[l include ltE folowing:
. Group work incrEales Lhe oppo<strong>rt</strong>'xity for leamers lo use
lds!ag..
. Group work irDproves the quality ofsM.nt talk.
. Gml+ work prcDotes a posiiivc af.ctive clib<strong>rt</strong>e.
. G.oup work ailows greater potcntial for individuliztion of
. Crolp work l6s bc.r found to incfta3c sMent botivatior
The psycholoSical Etionale for group work is that il p.ovides
m envircMeDt in which leasers can compftbdd; it givs tbm
oppo<strong>rt</strong>uniries for productive lan$r8c md it lrovides co<strong>rt</strong>ex wilhin
which meanins can be regotiated (Nue. I 988a: 83).