A kooperatív csoportmunka tanulásirányítása

Abstract

This study investigates teacher instructions within the field of classroom communication in
order to increase the efficiency of monitoring learning in the case of cooperative teamwork. Since
there are less disciplinary issues in better-organized classes, the task orientation of students
enhances and their learning performance increases too. The case study follows how team work
develops throughout four lessons. By determining the proportion of work forms, the study proves
the hypothesis known from literature that the increase in the use of cooperative techniques
increases the proportion of student-centered communication. By analyzing the instructions
that are realized during team work, the study also shows which knowledge and skill elements of
communicative competence are necessary for teaching an efficient cooperative class. Finally, it
gives suggestions on developing learning monitoring skills.