The incompatible objectives of groupwork in FL learning: A study of Chinese‐English codeswitching

Abstract

The pedagogical assumptions underlying the use of groupwork in EFL teaching are examined. It is argued that the practice, which derives from a monolingual setting, underestimates the complex dynamics of code‐switching between target language and mother‐tongue in language learning. In particular, it is argued that it may be counterproductive to attempt to force the target language on personal, pragmatic communications between learners as they attempt to negotiate and manage their own learning. A tapescript of Chinese learners of English in a small group discussion showed that limited competence in the target language was rarely the reason for a switch from English to Chinese. Rather, the switches had a definite function in the negotiation and management of the discussion. Five categories of code‐switch are distinguished, each with a different organisational function. The paper concludes that the primary role of small group discussion FL learning should be in the development of collaborative learning strate...