Abstract
The use of group discussion in language classrooms is a well-researched topic. The underlying assumption is that group discussion benefits students in their cognitive development and thus helps learning. However, previous studies show that different types of talk may have different effects on students’ cognitive development. In this paper, one type of talk is evaluated for the contribution it makes to students’ learning in groups which is defined by Fisher (1993) as exploratory talk. The data recorded was primary students working together on a book sharing discussion, and the analysis is qualitative. From a video of children discussing a book, the author concludes that the children do well in terms of mutual respect and working together. The potential contribution and the limitation of exploratory talk are discussed. She has doubts whether the best can be achieved without teacher guidance. It is concluded that an asymmetric relationship is needed in group discussion and the instructor plays an essential role in modeling, assessing and giving feedback, which optimizes exploratory talk.
Highlights
The analysis of classroom discourse has always been a topic about which researchers are very passionate
It is concluded that an asymmetric relationship is needed in group discussion and the instructor plays an essential role in modeling, assessing and giving feedback, which optimizes exploratory talk
In order to test whether without teachers’ participation students are able to make a good use of exploratory talk to improve their reading comprehension, to solve problems together, and to promote their cognitive development, I try to analyze a classroom discussion using the same method as Fisher (1993) does
Summary
The analysis of classroom discourse has always been a topic about which researchers are very passionate. Langer (1995) stated that classroom discussions promote students’ literal thinking. In other words, their experience in discussions about text provides benefits in learning from cognitive and social aspects. Fisher further claimed that in classroom discussions, only exploratory talk “offers a potential for learning not obvious in the other two types” Reninger and Rehark (2009) highlighted the need for informal assessment and teachers’ feedback to promote students’ good thinking and inquiry abilities. I would like to explore how exploratory talk is employed in the group discussion, the pedagogical implication of employing it, as well as the influence and the need for teachers’ modeling, feedback and assessment of it
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