Pixel International Conferences

In the frame of this research we specify and analyze the effects of group-work in the language classroom. We introduce different types of group activities: Information Gap, Brainstorming, Prism, Jigsaw, Drama, Role-Play, Interviews, Projects, Problem solving and Decision making tasks, with their peculiarities and advantages.
Besides, we accentuate pair-work activities and games that are subdivided into two types:

• Linguistic games (Focus is on language accuracy).
• Communicative games (Focus is on meaningful exchange of information, ideas, and messages).

Before setting group-work activity in the classroom, it is necessary to explain its rules to the learners, as group work involves students working collaboratively on set tasks, in or out of the classroom. The teacher must recognize learners' beliefs, preferences, hobbies or other identities for implementing them in class.
In order to make sure that a group task is accurately understood by students, not only clear directions and steps are important. Students must be able to carry out the discourse to accomplish the task. This means that prior to the task (pre-task stage) students must perform the various bits and pieces of classroom language that the task presupposes. Once the necessary classroom language is in place, the task can proceed to its aims more successfully (task circle stage). Group work increases the opportunities for all learners to speak the target language. It allows them to learn from each other. Besides, group work frees the teacher to monitor individual learners and give them feedback.
Thus, purposeful Implementation of group-work activities generates interaction in the language classroom, enhancing the development of the learners' language communicative competence.

Keywords: pair/group work, collaboration, oral discourse, cooperation, learner autonomy, competition, relaxation, motivation.