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Psychological Processes in Cooperative Language Learning: Group Dynamics and Motivation
Author(s) -
DÖRNYEI ZOLTÁN
Publication year - 1997
Publication title -
the modern language journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.486
H-Index - 83
eISSN - 1540-4781
pISSN - 0026-7902
DOI - 10.1111/j.1540-4781.1997.tb05515.x
Subject(s) - perspective (graphical) , dynamics (music) , relevance (law) , promotion (chess) , psychology , group dynamic , cooperative learning , language acquisition , domain (mathematical analysis) , social psychology , mathematics education , computer science , pedagogy , teaching method , artificial intelligence , political science , mathematical analysis , mathematics , politics , law
Cooperative learning (CL) has been found to be a highly effective instructional approach in education in general and this has been confirmed with regard to second language (L2) learning as well. This article investigates reasons for the success of CL from a psychological perspective, focusing on two interrelated processes: the unique group dynamics of CL classes and the motivational system generated by peer cooperation. It is argued that the affective domain of CL plays a crucial role in the educational potential of the method. This paper summarizes the specific factors that contribute to the promotion of learning gains. While the analysis concerns cooperatively structured learning only, it is assumed that the processes described have a broader relevance to understanding the success of peer collaboration in general.