Includes bibliographical references (p. 177-183) and indexes.

Preface: How we came to write this book

INTRODUCTION
Invitation to participate
What is group dynamics and why is it important for language teachers?
Why is ‘group dynamics’ such an unknown concept in L2 studies and where can we find more information?
What will you learn in this book and how it will help your teaching?
The importance of spending time on group dynamics

1. BECOMING A GROUP

1.1. What is a ‘group’?

1.2. Initial emotions in class

1.3. Intermember relationships

1.4. How to promote acceptance

1.5. On the importance of knowing each other’s names in class

1.6. Icebreakers

1.7. Moving students round

1.8. Summary

2. MANAGING THE CLASS: RULES, NORMS, AND DISCIPLINE

2.1. What are ‘group norms’?

2.2. Group norms need to be discussed and willingly accepted

2.3. If one breaks the norms...

2.4. How to maintain group norms in the long run

2.5. Learning contracts

2.6. How to deal with institutional and competing norms and rules

2.7. Summary

3. HOW GROUPS DEVELOP

3.1. Ehrman and Dörnyei’s system of group development in learner groups

3.2. When group development goes astray

3.3. Summary

4. THE COHESIVE GROUP: RELATIONSHIPS AND ACHIEVEMENT

4.1. The mature group

4.2. What is cohesiveness?

4.3. Group cohesiveness and group productivity/effectiveness

4.4. Promoting cohesiveness

4.5. Is there a possible downside to cohesiveness?

4.6. Summary

5. THE CLASSROOM ENVIRONMENT'S CONTRIBUTION TO GROUP DYNAMICS

5.1. The classroom environment

5.2. Spatial organisation

5.3. The arrangement of the furniture

5.4. Temperature, light and decoration

5.5. The ownership of the classroom

5.6. Movement in the classroom

5.7. Songs and music in the environment

5.8. The ideal classroom?

5.9. Summary

6. THE TEACHER AS GROUP LEADER

6.1. Lewin and his colleagues’ three leadership styles

6.2. Rogers’ three attributes of the effective facilitator

6.3. Heron’s system of facilitation

6.4. Hersey and Blanchard’s situational-leadership theory

6.5. A synthesis of the different approaches

6.6. ‘Transactional’ versus ‘transformational’ leadership

6.7. Promoting learner autonomy

6.8. Summary

7. STUDENT ROLES AND ROLE MODELLING

7.1. Informal roles

7.2. Inviting and assigning student roles

7.3. Role problems

7.4. Preparing students for performing their roles effectively

7.5. Self-fulfilling prophecies – or how we live up to the role that is expected of us

7.6. ‘Near peer role modelling’

7.7. Summary

8. TROUBLE-SHOOTING: CONFLICTS AND APATHY HAPPEN!

8.1. What causes conflict?

8.2. Potential benefits of conflict

8.3. Weathering the storm: Conflict resolution

8.4. Rebellion against the leader

8.5. When apathy sets in

8.6. Summary

9. THE LAST CLASSES: AFFIRMING AND CLOSING

9.1. The significance of an appropriate closure of the group

9.2. Affirming and motivating

9.3. Emotional closure

9.4. Projecting into the future

9.5. The teacher-leader’s needs

9.6. Summary

10. CONCLUSION: WRAPPING IT UP

10.1. Brief summary

10.2. The need to consider the whole school environment

10.3. Parting words

"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)