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2.3.6.3 Group work and Cooperation
Due to their nature, some projects can be carried out individually but usually projects are realized through group work. According to (Heindler, 1980: 175) group work is attractive and enjoyable for students but at the same time it has a great didactic potential. Group work "contributes to a feeling of cooperation and warmth in the class" (Ur 1996: 232). This sounds simply but I think that promoting cooper is an important issue to be discussed and applied at our schools Heindler's, (1980: 176) view is that "in the past, when the group was the base for most have there less need teaching, been may to be concerned about organizing group experiences for children. Now, however, with the learner more often on his/her own, it is recognized that the values of group experiences must be newly understood and assessed.
In traditional lessons the spirit of competition and individualism is prevailing. Today the ability to cooperate and to help is becoming an important and essential part of education. Hencr, Ur (1996: 279) points out that competition can be motivating and helpful as well. However, a competition of groups is more relaxed and enjoyable than a competition of individuals; for some students such experience might be highly stressful.
For the interpersonal and social skills to be trained successfully, psychology puts emphasis on the emotional climate of the class which is connected with group dynamics. "By emotional climate is meant the complex nature of the learning atmosphere in the classroom, which is created by the teacher and the pupils and through which the teaching learning operates. In fact, the question of emotional climate is closely related to that of group cohesion. This term refers to the forces (apart from the timetable!) that bind a group together and give it a unity, a dynamic, which is different from the sum of the characteristics of the individuals which it comprise (McDonough 1981: 84-85).
As a general rule, group cohesion is increased by successful performance of group tasks, easy communication and eye contact between the members, competition with other groups and lessened by repeated failure, disrupted channels of communication, competition within the group (ibid.).
It is also scientifically proved that cooperation contributes to the development of self confidence in an incomparable higher degree than individual effort (Kasikova, as cited in Kot'a 1995: l 13).
One of the characteristics of project-work is that various skills are needed. Students can adopt specific roles which enable them to show what they are good at. Someone is good at writing and he can adopt the role of secretary. Others are good at operating computers, taking photos, speaking to people, playing musical instrument, drawing sketches, etc. (Legutke and Thomas 1993: 219-230). This division of roles naturally stimulates cooperation because students realize they need each other.
In sum, everyone can share his abilities and knowledge without the fear that he cannot contribute to the work of the whole group. In this sense, project-work is a very good way to show that there is always something why a person should be respected and appreciated even though his performance at school may be average or low.
process. In fact, they collect, store, choose all information and data for this final product (Haines 1989: 2).
According to Legutke and Thomas (1993: 206-210) there are many positive aspects of the end product.
1- The end product is personal and individual. All types
of end products were preceded by discussions, choices
and personal involvement. The product reflects the
individuality of the author.
2- It serves as a means of self evaluation. If the product is
created by a group of learners, the first correction is
made within the group. Sometimes final correction by
the teacher is not necessary.
3- Every end product is highly creative piece of work. Not
only in the graphic aspect of the product, but also in the
language aspect: students are playing with the language,
they are using it in a creative way.
4- Students keep the audience in their mind. They know
that their product will serve for communicative
purposes. They have to prepare an appropriate
presentation using appropriate language. This includes
choice of words, phrases, stylistic devices, etc.
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