| 000 -LEADER |
|---|
| fixed length control field |
06158pam a2201213 a 4500 |
| 001 - CONTROL NUMBER |
|---|
| control field |
52829912 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
OCoLC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20230611233015.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
040308s2003 enka b 001 0 eng |
| 011 ## - LINKING LIBRARY OF CONGRESS CONTROL NUMBER [OBSOLETE] |
|---|
| LC control number |
a |
| 015 ## - NATIONAL BIBLIOGRAPHY NUMBER |
|---|
| National bibliography number |
GBA3-86283 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
0521529719 (pbk) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780521529716 (pbk) |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
UKM |
| Language of cataloging |
eng |
| Transcribing agency |
JCRC |
| Modifying agency |
ORU |
| -- |
C#P |
| -- |
IBS |
| -- |
NNY |
| -- |
MvI |
| 090 ## - LOCALLY ASSIGNED LC-TYPE CALL NUMBER (OCLC); LOCAL CALL NUMBER (RLIN) |
|---|
| Classification number (OCLC) (R) ; Classification number, CALL (RLIN) (NR) |
P53.447 |
| Local cutter number (OCLC) ; Book number/undivided call number, CALL (RLIN) |
.D676 2003 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Dörnyei, Zoltán |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Group Dynamics in the Language Classroom / |
| Statement of responsibility, etc. |
Zoltán Dörnyei and Tim Murphey. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
New York, NY : |
| Name of publisher, distributor, etc. |
Cambridge University Press, |
| Date of publication, distribution, etc. |
2003. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xii, 191 p. : |
| Other physical details |
ill. ; |
| Dimensions |
24 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Cambridge Language Teaching Library |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references (p. 177-183) and indexes. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Preface: How we came to write this book |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
INTRODUCTION<br/> |
| Title |
Invitation to participate<br/> |
| -- |
What is group dynamics and why is it important for language teachers?<br/> |
| -- |
Why is ‘group dynamics’ such an unknown concept in L2 studies and where can we find more information?<br/> |
| -- |
What will you learn in this book and how it will help your teaching?<br/> |
| -- |
The importance of spending time on group dynamics |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
1. BECOMING A GROUP |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
1.1. What is a ‘group’? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
1.2. Initial emotions in class |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
1.3. Intermember relationships |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
1.4. How to promote acceptance |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
1.5. On the importance of knowing each other’s names in class |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
1.6. Icebreakers |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
1.7. Moving students round |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
1.8. Summary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
2. MANAGING THE CLASS: RULES, NORMS, AND DISCIPLINE |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
2.1. What are ‘group norms’? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
2.2. Group norms need to be discussed and willingly accepted |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
2.3. If one breaks the norms... |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
2.4. How to maintain group norms in the long run |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
2.5. Learning contracts |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
2.6. How to deal with institutional and competing norms and rules |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
2.7. Summary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
3. HOW GROUPS DEVELOP |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
3.1. Ehrman and Dörnyei’s system of group development in learner groups |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
3.2. When group development goes astray |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
3.3. Summary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
4. THE COHESIVE GROUP: RELATIONSHIPS AND ACHIEVEMENT |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
4.1. The mature group |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
4.2. What is cohesiveness? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
4.3. Group cohesiveness and group productivity/effectiveness |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
4.4. Promoting cohesiveness |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
4.5. Is there a possible downside to cohesiveness? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
4.6. Summary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
5. THE CLASSROOM ENVIRONMENT'S CONTRIBUTION TO GROUP DYNAMICS |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
5.1. The classroom environment |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
5.2. Spatial organisation |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
5.3. The arrangement of the furniture |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
5.4. Temperature, light and decoration |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
5.5. The ownership of the classroom |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
5.6. Movement in the classroom |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
5.7. Songs and music in the environment |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
5.8. The ideal classroom? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
5.9. Summary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
6. THE TEACHER AS GROUP LEADER |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
6.1. Lewin and his colleagues’ three leadership styles |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
6.2. Rogers’ three attributes of the effective facilitator |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
6.3. Heron’s system of facilitation |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
6.4. Hersey and Blanchard’s situational-leadership theory |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
6.5. A synthesis of the different approaches |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
6.6. ‘Transactional’ versus ‘transformational’ leadership |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
6.7. Promoting learner autonomy |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
6.8. Summary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
7. STUDENT ROLES AND ROLE MODELLING |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
7.1. Informal roles |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
7.2. Inviting and assigning student roles |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
7.3. Role problems |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
7.4. Preparing students for performing their roles effectively |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
7.5. Self-fulfilling prophecies – or how we live up to the role that is expected of us |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
7.6. ‘Near peer role modelling’ |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
7.7. Summary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
8. TROUBLE-SHOOTING: CONFLICTS AND APATHY HAPPEN! |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
8.1. What causes conflict?<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
8.2. Potential benefits of conflict |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
8.3. Weathering the storm: Conflict resolution |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
8.4. Rebellion against the leader |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
8.5. When apathy sets in |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
8.6. Summary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
9. THE LAST CLASSES: AFFIRMING AND CLOSING |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
9.1. The significance of an appropriate closure of the group |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
9.2. Affirming and motivating |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
9.3. Emotional closure |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
9.4. Projecting into the future |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
9.5. The teacher-leader’s needs |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
9.6. Summary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
10. CONCLUSION: WRAPPING IT UP |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
10.1. Brief summary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
10.2. The need to consider the whole school environment |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
10.3. Parting words |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
"The study of 'group dynamics' is a vibrant academic field, overlapping diverse disciplines. It is also highly relevant to language education because the success of classroom learning is very much dependent on how students relate to each other, what the classroom climate is like, what roles the teacher and the learners play and, more generally, how well students can co-operate and communicate with each other. This innovative book addresses these issues and offers practical advice on how to manage language learner groups in a way that they develop into cohesive and productive teams." (Publisher's Description) |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language and languages |
| General subdivision |
Study and teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Communication in small groups. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Murphey, Tim |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="http://www.cambridge.org/ca/cambridgeenglish/catalog/teacher-training-development-and-research/group-dynamics-language-classroom-1/group-dynamics-language-classroom?isbn=9780521529716&format=PB">http://www.cambridge.org/ca/cambridgeenglish/catalog/teacher-training-development-and-research/group-dynamics-language-classroom-1/group-dynamics-language-classroom?isbn=9780521529716&format=PB</a> |
| Public note |
Publisher's Website. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991004383949705161">https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991004383949705161</a> |
| Public note |
Check the UO Library catalog. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
