Abstract
Learners' use of cooperative skills to find better ways of discussing was investigated. Transcribed data of task discussions were examined in terms of "functioning" and "fermenting" skills in cooperative learning, and it was found that members of one group improved their task answers. Further analysis revealed that 1) members of this group used the skill of "asking facts and grounds for inference," a "functioning" skill, 2) this use of the skill constituted "probing by asking questions that lead to deeper understanding," a "fermenting" skill, 3) which enabled learners to "generate further answers," also a "fermenting" skill.
