Developing 21st century skills for the first language classroom: Investigating the relationship between Chinese primary students’ oral interaction strategy use and their group discussion performance
-
Xinhua Zhu
,
Elizabeth K. Y. Loh
,
Guoxing Yu
,
Loretta C. W. Tam
und
Xian Liao
Abstract
Given the increasing awareness of oral communication in this era of globalized collaborative learning trends, there is an imminent need to inform language educators of ways in which the under-researched oral interactional strategies are related to first language (L1) teaching. However, no consensus has yet been reached on the relationship between interactional strategy use and oral language proficiency. This study investigates the effect of oral interactional strategy use on group discussion performance in L1 Chinese for Primary 5 students (N = 140) in Hong Kong. Based on ANOVA and regression analyses of the data on group discussion performance, five strategies have been identified: expressing actively, asking for opinion, expressing attitude, giving clarification and non-verbal language. They all significantly predicted students’ group discussion performance, with overall strategies explaining 55.5% of total variation of the performance, where higher-proficiency students tended to use more strategies that enable comprehension and elaboration in the group discussions. The patterns of strategy use among students with different levels of discussion performance have also been identified. Implications of the findings are discussed with reference to the roles individuals play in the overall performance of group discussion.
Appendix 1
Assessment Rubric of Group Discussion Performance
| Score Level | Content | Language |
|---|---|---|
| 1 | Providing responses irrelevant to the topic, or practically making no attempt at all | Not being able to convey one’s own ideas |
| 2 | Providing simple responses during the discussion, yet seldom expressing personal opinions or actively engaging in the discussion | Expressing oneself in simple words and phrases |
| 3 | Engaging briefly in the discussion while expressing personal opinions | Expressing oneself in slightly varied wordings; basically capable of expressing oneself |
| 4 | Proactively initiating discussions, and expressing personal opinions clearly with simple reasons for stating own stances | Expressing oneself in varied wordings; capable of expressing oneself clearly |
| 5 | Proactively initiating discussions, and expressing personal opinions clearly with concrete reasons for stating own stances | Expressing oneself in a rich vocabulary; capable of expressing oneself fully and accurately |
Appendix 2
An example of strategy use analysis, from an excerpt of group discussion
| Student | Transcription | Strategies Used |
|---|---|---|
| Student A | 有人認爲而家小學生嘅科目實在太多嘞，建議取消啲科目。我唔贊同，因為我哋係小學所學嘅知識係會終身受用嘅。咁你呢？(Some people think that primary school students are studying too many subjects. They suggest cutting down some of them. I don’t agree because what we learn in primary school would be useful throughout our lifetime. What do you think?) |
S1 Expressing actively: Student A was the first one to speak voluntarily, so this should be considered the use of S1. S2 Asking for opinions: With the use of “咁你呢” (“what about you”) towards the end. S3 Expressing attitude: with the use of “我唔贊同，因為我哋係小學所學嘅知識係會終身受用嘅 (“I don’t agree because what we learn in primary school would be useful throughout our lifetime”) to respond to the discussion topic. |
| Student C | 我都好贊同你嘅意見，因為每個科目都有需要嘅。咁 ，B同學 (Student B) ，你嘅睇法呢？ (I do agree with you because all the subjects are necessary. What’s your opinion, Classmate B (i. e. Student B)? |
S2 Asking for opinions: With the use of “咁，B同學 (Student B)，你嘅睇法呢” (“What do you think, Classmate B (i. e. Student B”). S3 Expressing attitude: “我都好贊同你嘅意見，因為每個科目都有需要嘅” (“I do agree with you because all subjects are necessary”). |
| Student B | 我覺得應該取消一個公民教育，因爲我覺得佢會令我哋嘅思想改變，認爲中國絕對係好慨，但係事實上有好多地溝油都係由中國出現嘅。 (I think we should remove Civic Education, because I think it changes our way of thinking and makes us think everything in China is good. Actually, a lot of gutter oil is from China.) |
S3 Expressing attitude: The student was responding to the topic instead of the previous speaker. S7 Non-verbal language: After finishing his turn, he turned towards Student A, nodded while establishing eye contact with her, as a hint to encourage her to express her views. |
| Student A | 但係喺其他科目嗰陣時，唔係都會講一下德育及公民教育咩？ (Well, isn’t that Moral and Civic Education often mentioned in other subjects too?) |
S5 Giving clarification: Using counterexamples when disagreeing with Student B. S7 Non-verbal language: Showing a change of facial expression - from relaxed to a serious look, showing disagreement. |
| Student B | 但係淨係少少，應該唔會造成太大影響。(Leaving only a tiny bit of it is fine. It shouldn’t have much effect.) | S5. Giving clarification: Responding to the interlocutor’s request. |
| Student A | 我覺得呢個講法都幾好，不過我認為歷史如果喺中學嗰陣時，歷史都會教到公民教育，而家小學生就可以唔使學住呢啲教育先，可以到時等中學嗰陣時先繼續學囉。 (I think this sounds good. However, if History covers Civic Education in secondary school, we won’t need to study it [Civic Education] now. We may wait until when we are in secondary school.) |
S5 Giving clarification: Clarifying through reasoning. S7 Non-verbal language: Moving one’s head in accordance to change of tone/pauses/emphases. She wanted to emphasize her main viewpoint. |
| Student B | 但係公民教育唔係教歷史㗎嘛，中學生有一科叫中史。 (But Civic Education has got nothing to do with History. There’s a subject called Chinese History in secondary school.) |
S7 Non-verbal language: Showing a puzzled look while looking at Student C, showing disagreement. |
| Student A | 咁你又覺得點呢？ (Then what do you think?) |
S2 Asking for opinions: Focusing on the subjects to be removed, while asking Student A for her opinion. |
| Student C | 咁其實如果我贊成嘅話，我就會取消視藝堂，因爲唔一定要個個人都會向畫畫嗰啲方面發展。 (Well, if I agree to this, I’d remove Visual Arts because not everybody has to pursue a career in something like painting.) |
S3 Expressing attitude: Continuing with what was said in the previous turn, she responded to the discussion topic (e. g. what subjects should be removed). S7 Non-verbal language: Looking up while speaking, pausing after every word; showing hesitation. |
| Student A | 我就想取消資訊科技嘅，因為電腦科都唔係我想學。我認爲電腦科喺平時生活入面都可以學到，小學生可以唔使學呢一科目。 (I’d love to remove Information Technology, as Computer Studies isn’t something I’m interested in. In my view, Computer Studies [IT knowledge] is what we can pick up in daily life. Primary students do not have to study this subject.) |
S3 Expressing attitude: Continuing with what was said in the previous turn, she responded to the discussion topic (e. g. which subjects should be removed). |
| Student C | 但係我覺得而家啲工作好多都會用到電腦，如果你唔識用嘅話咁樣咪做唔到工作囉？ (But I think computers are useful in many contexts in the workplace. If you don’t know how to use it, then you won’t be able to do your work [tasks], right?) |
S4 Correcting errors: Pointing out the need to keep the subject Computer Studies with a rhetorical question, while suggesting the reasons behind (Rhetorical question; No answers required) |
| Student A | 又係喎 … 不過我都會堅持呢一個諗法。(Sounds legit … but I hold fast to my position on this.) | S5 Giving clarification: She confirmed that she would like maintain her original stance. |
| Student C | 咁如果你唔贊成又點解㗎？ (Well, if you don’t agree to that, then explain why) |
S6 Requesting for clarification: Requesting the other party to make their viewpoints clearer, such as giving explanations or examples. |
| Student A | 因爲我覺得電腦科實在太複雜喇，考試又要考筆試，又要考我哋學過嘅嘢，實在好無聊㗎嘛。 (It’s because I think Computer Studies is really too complicated. Not only are we asked to do written exams, we’d also have to be tested on what was learnt. It’s really boring.) |
S5 Giving clarification: Giving explanations. |
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© 2019 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Research Articles
- Training student writers in conducting peer feedback in L2 writing: A meaning-making perspective
- Assessing the use of multiple-choice translation items in English proficiency tests: The case of the national English proficiency test in Turkey
- Translingual negotiation strategies in CMC contexts: English-medium communication in online marketplaces
- Alignment effect in the continuation task of Chinese low-intermediate English learners
- Racializing the problem of and solution to foreign accent in business
- Migrant women, work, and investment in language learning: Two success stories
- Student motivation in Dutch secondary school EFL literature lessons
- Developing 21st century skills for the first language classroom: Investigating the relationship between Chinese primary students’ oral interaction strategy use and their group discussion performance
- How memories of study abroad experience are contextualized in the language classroom
- Spanish L1 EFL learners’ recognition knowledge of English academic vocabulary: The role of cognateness, word frequency and length
Artikel in diesem Heft
- Frontmatter
- Research Articles
- Training student writers in conducting peer feedback in L2 writing: A meaning-making perspective
- Assessing the use of multiple-choice translation items in English proficiency tests: The case of the national English proficiency test in Turkey
- Translingual negotiation strategies in CMC contexts: English-medium communication in online marketplaces
- Alignment effect in the continuation task of Chinese low-intermediate English learners
- Racializing the problem of and solution to foreign accent in business
- Migrant women, work, and investment in language learning: Two success stories
- Student motivation in Dutch secondary school EFL literature lessons
- Developing 21st century skills for the first language classroom: Investigating the relationship between Chinese primary students’ oral interaction strategy use and their group discussion performance
- How memories of study abroad experience are contextualized in the language classroom
- Spanish L1 EFL learners’ recognition knowledge of English academic vocabulary: The role of cognateness, word frequency and length
