Author(s)

Lu Liu

Chongqing College of Humanities, Science and Technology, Chongqing, China.

The use of group discussion in language classrooms is a well-researched topic. The underlying assumption is that group discussion benefits students in their cognitive development and thus helps learning. However, previous studies show that different types of talk may have different effects on students’ cognitive development. In this paper, one type of talk is evaluated for the contribution it makes to students’ learning in groups which is defined by Fisher (1993) as exploratory talk. The data recorded was primary students working together on a book sharing discussion, and the analysis is qualitative. From a video of children discussing a book, the author concludes that the children do well in terms of mutual respect and working together. The potential contribution and the limitation of exploratory talk are discussed. She has doubts whether the best can be achieved without teacher guidance. It is concluded that an asymmetric relationship is needed in group discussion and the instructor plays an essential role in modeling, assessing and giving feedback, which optimizes exploratory talk.

Exploratory Talk, Group Discussion, Asymmetric Relationship, Teacher Modeling, Feedback and Assessment

Liu, L. (2018) An Analysis of a Book Sharing Discussion
—The Pedagogical Implication of Exploratory Talk. Creative Education, 9, 942-949. doi: 10.4236/ce.2018.96069.