This study examined the talk of 20 university level learners of Mandarin as a Second Language in three instructional modes: teacher-led (TL), unstructured group work (UGW), and structured group work using a cooperative learning technique (SGW), in this case, Jigsaw. Statistical analyses showed that more learner talk (in terms of turns and c-units) was generated in both types of group work than in the TL setting. Of the two group modes, SGW generated more learner talk than UGW. These learner talk data were supplemented by using questionnaires and interviews to learn how the students and their teacher reacted to the three modes. The results of the study suggest that all three settings can play a positive role in classroom language acquisition. Therefore, keeping a balanced mixture of each in the curriculum is recommended. The following are appended: (1) Questionnaire for students (in English translation); (2) Questionnaire for the teacher (in English translation); (3) Interview schedule for student (in English translation); and (4) Interview schedule for the teacher (in English translation). [This article was published in "Journal of the Chinese Language Teachers Association," v36 n1 p61-80 2001.]