Abstract
Group activities are used in many aspects of second-language instruction. Among the reasons cited for their use is that they encourage students to work together, helping each other. However, simply putting students together in a group is no guarantee that co-operation will occur. One factor affecting the success of group activities is the goal structure present in the classroom. This article explains the concept of goal structure, illustrates three principal types of goal structure (co-operative, competitive, and individualistic), and highlights the benefits of a co-operative goal structure. Additionally, the article discusses the effect of learning about goal structures on the author's teaching methods.
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