Author(s):
Megala Mani, Madhumathi Pasupathi
Email(s):
madhumathi.p@nitw.ac.in
DOI:
10.5958/2321-5828.2018.00063.3 
Address:
Megala Mani1*, Madhumathi Pasupathi2
1Research Scholar, Department of English, School of Social Sciences and Languages, Vellore Institute of Technology (VIT), Vellore- 632014, Tamil Nadu, India.
2Assistant Professor, Department of Humanities and Social Science, National Institute of Technology, Warangal - 506004, Telangana, INDIA
*Corresponding Author
Published In:
Volume - 9,
Issue - 2,
Year - 2018
ABSTRACT:
The aim of current study is to highlight the importance of argumentation in ESL classroom. The knowledge about argumentation is often neglected in classrooms due to time constraint and stipulated curriculum which lacks practical applications. Thereby the present study stresses on emergence of using group work strategies in assisting the learners to develop content oriented arguments. By tracing the review, it is found that formation of groups and engaging learners in activity is one of the possible solutions to overcome the barriers confronted by them in argument. Hence, the study attempted to analyze the models proposed by the proponents of the field and finalized Weinberger and Fischer’s process dimension model to compare group work strategies based on their characteristics. It is suggested to concentrate on other models for further study.
Cite this article:
Megala Mani, Madhumathi Pasupathi. Supporting Argumentation through group work Strategies during Collaborative Learning. Res. J. Humanities and Social Sciences. 2018; 9(2): 351-355. doi: 10.5958/2321-5828.2018.00063.3
Cite(Electronic):
Megala Mani, Madhumathi Pasupathi. Supporting Argumentation through group work Strategies during Collaborative Learning. Res. J. Humanities and Social Sciences. 2018; 9(2): 351-355. doi: 10.5958/2321-5828.2018.00063.3 Available on: https://rjhssonline.com/AbstractView.aspx?PID=2018-9-2-1