@article{oai:iwate-u.repo.nii.ac.jp:00010592,
 author = {Miura, Sunao},
 journal = {岩手大学英語教育論集},
 month = {Mar},
 note = {Cooperative learning is a group activity organized so that learning is dependent on socially structured in groups, and in which each learner is held accountable for his or her own learning (Olsen & Kagan, 1992). In a cooperative learning EFL classes, the students will learn how to communicate with others in various ways, and then they will learn to fit into society.
On the other hand, communication means getting our message across, and it is also a continuous process of expression, interpretation, and negotiation of meaning (Savignon, 1983). However, focusing on meaning, the meaning we intend and the meaning we convey are often not the same (Savignon, 1983). Therefore, we can depend on symbolic representation in order to compensate for the gap, for example in written or spoken words, gestures, design, color, movement, or sound (Savignon, 1983). It can be said that these symbolic representations are a part of communication strategies.
On referring to the further studies mentioned above, the author verifies how cooperative learning was realized among the students, and then whether cooperative learning will have an influence on the changes of the students' communication strategies in the experimental classes. Then, the author will suggest the implications for further cooperative learning EFL teaching.},
 pages = {1--14},
 title = {Exploratory Research on the Change of Students' Communication Strategies in a Cooperative Learning EFL Class},
 volume = {16},
 year = {2014}
}