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Cooperation and Competition in a Korean Middle School English Class: A Case Study

DC Field Value Language
dc.contributor.authorLee, Sung-Lim-
dc.date.accessioned2010-12-02T23:35:31Z-
dc.date.available2010-12-02T23:35:31Z-
dc.date.issued2002-
dc.identifier.citationSNU Journal of Education Research, Vol.12, pp. 135-159-
dc.identifier.issn1225-5335-
dc.identifier.urihttps://hdl.handle.net/10371/70636-
dc.description2002-
dc.description.abstractThe purpose of this study is to describe the culture of the middle school English classroom

from a viewpoint focusing on cooperation and competition. Being basically ethnographic, this

study examines the macro- and micro-level context of the interaction among students in

class. The findings of this study reveal that the ultimate purpose of cooperation among

students as group members in performing a learning task is to win intergroup competitions.

In the classroom, the principle of cooperative learning intended by learning activities and the

principle of competition pervasive in society collided with each other, and competitive

interaction still seems to have a more significant effect on the progress of the class than does

cooperative interaction. In a situation without any explicit instruction on cooperative

learning, the larger sociocultural context seems to wield a greater influence on the students'

behavior than do teaching methods devised by the teacher.
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dc.language.isoen-
dc.publisher서울대학교 교육종합연구원-
dc.subjectcooperation-
dc.subjectcompetition-
dc.subjectinteraction-
dc.subjectmiddle school English class-
dc.subjectclassroom observation-
dc.titleCooperation and Competition in a Korean Middle School English Class: A Case Study-
dc.typeSNU Journal-
dc.contributor.AlternativeAuthor이성림-
dc.citation.journaltitleSNU Journal of Education Research-
dc.citation.endpage159-
dc.citation.pages135-159-
dc.citation.startpage135-
dc.citation.volume12-
Appears in Collections:
College of Education (사범대학)Center for Educational Research (교육종합연구원)SNU Journal of Education ResearchSNU Journal of Education Research vol.12 (2002)
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