The Application of Cooperative Learning in Oral English Teaching in Junior High Schools.doc

毕业论文(设计)The Application of Cooperative Learning in Oral English Teaching in Junior High SchoolsIntroduction11. The concept of cooperative learning (CL)its theoretical basis31.1 The basic connotation of CL31.2 The theoretic foundation of CL42. The necessities of implementation of CL in oral English teaching52.1 The principle when implementing CL52.2 The necessities of implementing CL53. The learning characteristics of the junior high students84. The application of CL in oral English teaching94.1 The process of CL94.2 Staple patterns of cooperative activities115. The practical investigations the detailed analysis145.1 Two questionnaires145.2 The detailed Analysis145.2.1 The advantages for CL in oral English teaching145.2.2 The disadvantages for CL in oral English teaching16Conclusion18Reference19IntroductionThe past two decades have witnessed a steady improvement of English Language Teaching in junior high school English teaching. However, English Language Teaching is still far from being satisfactory, and unable to meet the needs of the political and economic development of the country. Some students who have learned English for three years could not even say a simple correct sentence or perform the basic communicative functions. Traditional methods being widely used in English teaching emphasize the language rules, and on rote memorization of grammatical rules and vocabulary, and they also neglect the communicative competence. Even in oral English teaching class, teachers also ignore giving the chance for students to practice their spoken English or use the wrong approach to teach. Therefore, it is a challenge for English teachers to find effective ways to train and cultivate proficient language personally. Unfortunately, all the approaches that have ever been adopted in English Language Teaching are not as effective as expected, not only in theory but also in practice. Different from the traditional teacher-centered instruction, cooperative learning is a teaching strategy involving students participation in small group learning activities that promote positive interaction. Students are encouraged to solve problems, answer questions of their own, discuss, explain, debate or brainstorm in their teams during class. Team members learn to cooperate and work together toward a common goal. There is some certain practical significance on the concept of CL being used in oral English training. CL can change the educational model in which the teacher is the most important part of the teaching and learning into the one in which the student is taken as the main body and the teacher leads the classroom. It also promotes the transformation of teaching methods, from the one of instillation to the students independent study. So far, in this field, there are fewer practices in implementing CL in oral English teaching. Therefore, in the paper, I will try to study more in this field to build the foundation for my later oral English teaching.This paper is written for three main purposes: (1) to reflect present situation of English teaching, (2) to introduce the approach-CL, and (3) to present the procedure of implementing CL in oral English teaching and the suggestions on the results of investigations. In this paper, CL and its application of CL in oral English teaching in junior high school will be introduced. 1. The concept of cooperative learning (CL)its theoretical basis1.1 The basic connotation of CL From the beginning of 80s to the last century, American scholars, John Dewey, Slavin, R. E., Johnson & Johnson, carried on a series of researches on CL and gained a remarkable achievement. Our countrys scholars, WangTan, Huang Huairong, Zhao Jianhua, had introduced the CL theories into China since 90s in last century. They did a great number of researches of theories and practices and established the theories and strategy of CL and teaching which was adapted to Chinese educational feature. Although a lot of scholars give Cooperative Learning different definitions, I tend to agree with Wang Tans definition of it. He defined CL with a teaching strategy system which aimed at promoting students mutual cooperation in the different groups and reaching a common study target and groups are praised by the total result of groups.(Wang Tan , 2001) To synthesize Chinese and Foreign scholars cognition of CL, Wang Tan summed up the basic connotation of CL as follows: (1) CL is a kind of teaching activity which take groups as main body; (2) CL is a kind of mutually cooperative activity between companions; (3) CL is a kind of target activity; (4) The encouragement of CL bases on the total result of each group; (5) CL is that teachers assign study task and control teaching progress.1.2 The theoretic foundation of CLThe theory foundation of CL includes several types as follows :( 1) the theory of depending on each other. It considers that the community is the whole whose dependence is changeable and that the dependence between each member is different. (2) Choosing theory. It is a kind of theory of demand and satisfaction. The school is the place to satisfy students need. According to this theory, the student who doesnt love studying isnt the stupid one but the one who doesnt want to study. (3) Development theory. It comes from an educators cognition development theory. (4) Delicacy theory. The research of cognition proves that if the information is kept in the memory, and connected with the existing information, the learner has to carry on the reorganization of a certain form to the material or make it delicate. One of the most valid ways is to explain materials to others. (5) Connection theory. The theory thinks that the cooperation between humans can raise the centripetal force and friendship of a group. (6) Humanistic learning theory. Dr. William Galas thinks that the companion teaching is a kind of effective way to promote study. (7) Self-control theory. Dr. William Galas thinks that the behavior drive comes from the inherent demand. The student has 3 kinds of demands: the demand on love; the demand on dint; the demand on freedom and amusement. (8) Constructive learning theory. It thought that the individual studies by constructing during connecting with the environment of the world and reshuffling his own cognition structure. Learning relates to the mutual imitation, assistance and inspiration (Zhang Xiaoling, 2002).2. The necessities of implementation of CL in oral English teaching2.1 The principle when implementing CL Establishment of teaching ways follows the following principles: (1) Each student of CL groups mutually trusts and helps each member. The accomplishment of study assignment depends on each members connivance; otherwise, its difficult to fulfill the task.(2) Each CL group has a common study goal. The accomplishment of this goal depends on the results of each members completion. (3) Whether students relationships are harmonious affects students cooperative privity degree. The harmonious relationships between students should be paid more attention than the study effects. Furthermore, the relevant supervision and the appraisal will be carried out.(4) Students should study more independently. They shouldnt depend on teachers explanation as far as possible but on the inner members endeavor to seek the answer.(5) Each student is equal in groups. In the oral English classroom, they have the same opportunity to play different roles and to practice oral English.2.2 The necessities of implementing CL(1)Meeting the demand of the reform of curriculum designWith the deepening of a new round elementary educational reform, class teaching is changing. As for English course, the reform focuses on cultivating students ability of using the actual language rather than explaining and teaching grammar and vocabulary. Education should comply with the tenet of “Human beings are foundation”. After implementing CL, in oral English class, students are in the dominant position instead of teachers. In teaching, teachers should attach importance to the ability of students using language. Group CL is a valuable learning method, with the aim of improving learning efficiency, giving full play to the learning positivity of each group member. Thus it can foster students cooperation and good learning habits.(2) Meeting the need of development of the timesEducation of junior high school nowadays mainly comes from three sides: society, family and school. Education in school is the most important, which aims at not only teaching knowledge, but also training students morality. Most students are the only child so that the excessive caring and love from their families makes them not form some good habits. Their awareness of giving and cooperation is very weak. Therefore, as teachers, we should create more opportunities of cooperation for students to raise students teamwork spirit. Oral English is a language of communication and communication is based on the interaction between people. An atmosphere of cooperation is needed in learning English. In this atmosphere, students learn how to deal with people, how to help each other and solve problems through cooperation. Thus, we English teachers undertake most of the responsibilities. (3) CL causes teachers to grow fast. After changing the teaching method and absorbing the new knowledge to make the oral English teaching contents much richer, the teacher himself puts a good deal of energy on the design of class teaching and the arrangement of activities. As a result, teachers themselves make a progress in understanding the problems of students. In other word, teachers progress can largely influence students. (4) CL reduces the distance between teachers and students.During this oral English teaching, conclusions and views come out by group activities and discussions. There is much more time for students to discuss. Teachers not only can understand students cognition through the group interaction opportunities, but also can guide questions by students view and then shorten the distance between teachers and students in classroom.(5) CL drives students to display their highest level.Under CL in oral English class, if students work together towards a same goal, their learning activities have a positive significance. (6) CL promotes sentimental communication between schoolmates and improves their interpersonal relationship. After the main goal of CL is emphasized, a spirit of putting oneself in anothers place is formed by activities, such as the association competition and discussions in groups. Because of this, invisibly, in oral English classroom, schoolmates help each other very often. The interpersonal relationship and the grade atmosphere have been also relatively promoted.3. The learning characteristics of the junior high students(1) Having a strong desire and curiosity to learn the new language Junior high school students are at the preliminary stage of learning English. The junior high school students have a strong ability to imitate and they have a strong interest in English learning. But, the lack of social society experiences and the fluctuation of mood will easily lead to their unsteady attitudes towards English learning. (2)English learning and students appraising themselvesIn the junior high school years, students regard the surroundings with a critical opinion and have the desire to appraise themselves. They pay more attention to their own facial expression, the achievement, the status and so on. Moreover, they determine their own activity goals and ways. Therefore, they try to prove their learning capabilities in the continuous English learning.(3) The independent ability in English learningIn junior high schools, students English studying independence is obviously enhanced. In the oral English teaching, the teacher encourages students to think and solve problems independently. Therefore, the ability of independent learning ability influences the learning results. (4) Learnings self-consciousness and the dependence and the initiative and the passivity all existAlthough junior high school students learning self-consciousness and the initiative have been enhanced, there are some remarkable differences between students. Many students cannot lastingly maintain self-consciousness and the initiative of learning English. Junior high school students are at the age which self-consciousness and the dependence, the initiative and the passivity coexist (Net.1).4. The application of CL in oral English teaching4.1 The process of CL Apart from being familiar with the CL elements and the roles that the teacher takes, effective implementation of CL methods depends much on the teachers careful instructing students and giving them feedback on their process in language acquisition. Here are five phases of CL:(1) Oriented phase: Teachers point out the topic to inspire students interest and then lead to the goals. (2)Grouping phase: Teachers can use three ways to form groups. They are Formal CL group, Informal CL group and Cooperative base group.Formal CL is a form in which students work together for one class period to several weeks, to achieve shared learning goals and complete jointly specific tasks and assignment, such as making a decision or solving a problem, writing a report, conducting a survey or experiment, or reading a chapter or reference book, learning vocabulary, or answering questions at the end of the chapter. Any course requirement of assignment may be formulated cooperatively.Teachers specify the objectives for the lesson, make a number of pre-instructional decisions, explain the task and the positive interdependence, monitor students learning and intervene within the groups to provide task assistance or to increase students interpersonal and group skills, and assess students learning and help students process how well their groups performed.Informal CL consists of having students work together to achieve a joint learning goal in groups that last from a few minutes to one class period (Johnson, D.W., Johnson, R.T. and Smith. K.A., 1991).Informal CL groups are often organized so that students are engaged in three-to- five minute focused discussions before and after a lecture. Cooperative base groups are long-term, heterogeneous CL groups with stable membership. The purposes of the base group are to give the support, help, encouragement, and assistance. Each member needs to make academic progress (attend class, complete all assignments, learn) and develop cognitively and socially in healthy ways. (3) Cooperative phase: Students go to collect necessary materials for oral activities, record group responses, ask questions of other members in their group. (4) Exhibiting phase: By competing between groups, they share group responses with rest of class and experience the joy of success.(5) Concluding phase: After sharing experience with others, students make an all-around conclusion. Oral activities are almost based on a specific contend-bound objective. This includes practicing the new language points, orally explaining how to solve problems, teaching ones knowledge to others, checking for understanding of being learned and so on.4.2 Staple patterns of cooperative activitiesCL activities are applicable to junior high school students. I will illustrate and show how to use these five staple patterns of cooperative activities in this part: context dialog, competition, and cooperation, problem-solving and role-play. According to different teaching objectives and contents, these kinds of cooperative activities can be designed in oral English class.(1)Context dialogThis one is the easiest activity. For example, according to a context which is given by teachers, two or more students create a suitable dialog for the context and practice together. (2)Competition CL is not against competition and single accomplishment. The characteristic of this competition is that members inside cooperate and compete mutually. It benefits each other. During oral English teaching, the traditional teaching evaluation system which centers on the individuals position in groups is changed into the one which centers on the success of the whole group. After an assignment is appointed, group members have to go all out to cooperate and improve together so that they can take up the superiority during the group competition. This competition does not seek for everyones achievement but for everyones progress and all students oral English level. Take the teaching of seven words, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday as an example. At the beginning, the teacher prepares a circle paper with the abbreviation of these words and prepares some papers with Chinese meanings of these words. After explaining the goal and regulation, the teacher separates students into several groups. In a cooperative group, when a student will whirl the circle paper, a student say out the whole letters of the word, and a student picks up the paper with Chinese meaning. The other group members are helpers during the competition. The teacher and other groups count the times. After a group finishes, other groups take turns. Finally, the teacher accesses the achievement of each group. (3) Cooperation Since the group members have great differences in their personality, sex, academic record, ability tendency.etc., CL is the effective way for the learner to compensate for each others deficiencies and to make progress together. John thinks that if the learner cant contribute his knowledge and skills to helping each other, those knowledge and skills are all useless. In the familiar topic in our oral English class, Whats New?” Girls are separated into some groups, so are boys. Gir