Previous research from the perspective of the sociocultural theory of learning indicates that discussion and interaction with other people promote language learning. The purpose of the present study is to examine discussions of 12 German university-level students solving a linguistic task, a translation, in groups during their Swedish language lessons. The key point is to investigate the benefits of collaborative tasks in language learning. When translating the text together, the students verbalized their hypotheses about the Swedish grammar and compared their implicit conceptions with their fellow students. The students used many different strategies to give explanations to problematic linguistic phenomena. The discussions were usually democratic, but it has also shown that the students’ language skills and personality played a central role in the decision making process. Moreover, the analysis reveals that the translations produced by the groups were more accurate than those written individually. Finally, implications of these results and pointers to further exploration are discussed.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-58710 |
| Date | January 2012 |
| Creators | Honkonen, Anniina |
| Publisher | Umeå universitet, Institutionen för språkstudier |
| Source Sets | DiVA Archive at Upsalla University |
| Language | German |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | Studier i språk och litteratur från Umeå universitet, |
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