AnAnalysisoftheEffectsofCooperativeLearningonSpokenEnglishLearninginCollege

1、an analysis of the effects of cooperative learning on spoken english learning in college合作學(xué)習(xí)對(duì)大學(xué)口語學(xué)習(xí)的影響目 錄abstract2摘要2outline31. introduction42. cooperative learning model42.1 the concept of cooperative learning42.2 basic principles of cooperative learning53.the effects on college spoken language lea

2、rning under the cooperative learning model.63.1 by reasonable grouping, each student gets the opportunity to present themselves.63.2 actual benefits of independent use.73.3 each role plays its own part 83.4 reasonable evaluation method 84. the advantages of the cooperative learning over traditional

3、method.94.1 it enables the students to think independently.94.2 it is good for cultivating enthusiasm 104.3 language environment is relaxed104.4 it is convenient to coordinate with other methods.105. conclusion11work cited12an analysis of the effects of cooperative learning on learning of spoken eng

4、lish in collegeabstract: the thesis firstly introduces the basic concept of cooperative learning from four aspects and then introduces its basic principles; after that, by questionnaire survey，it proves the effects of the cooperative learning on spoken english learning in college. finally, it introd

5、uces the advantages of the cooperative learning over traditional learning method. at last, the thesis comes to a conclusionkey words: effect; cooperative learning; spoken english learning合作學(xué)習(xí)對(duì)大學(xué)口語學(xué)習(xí)的影響摘要: 本文首先從四個(gè)方面介紹了合作學(xué)習(xí)的基本概念然后是操作原則；接著是用問卷調(diào)查來論證在合作學(xué)習(xí)模式下對(duì)大學(xué)口語學(xué)習(xí)產(chǎn)生的成效。最后是介紹了合作學(xué)習(xí)于傳統(tǒng)方法相比較下體現(xiàn)的優(yōu)勢(shì)。最后是結(jié)論。關(guān)鍵詞

6、：影響；合作學(xué)習(xí)；口語學(xué)習(xí) 1. introduction2. cooperative learning model 2.1 the concept of cooperative learning 2.2 basic principles of cooperative learning3. the effects on college spoken language learning under the cooperative learning model3.1 by reasonable grouping, each student gets the opportunity to prese

7、nt themselves 3.2 actual benefits of independent use 3.3 each role plays its own part 3.4 reasonable evaluation method 4. the advantages of the cooperative learning over traditional method4.1 it enables the students to think independently4.2 it is good for developing enthusiasm4.3 language environme

8、nt is relaxed4.4 it is convenient to coordinate with other methods5. conclusion1. introductioncommunication is the basis of daily life and it is also essential, because it enables people to perceive other information. language is a bridge which people from different nationalities and backgrounds can

9、 communicate. since china's opening up to the outside world, english become a very important foreign language. therefore, english has become a very important skill for modern college students and graduates. this is why many college students choose english as their major. however, learning spoken

10、 english in college is far from enough, because students are learning english for the purpose of passing examinations. chinese students is prone to test-oriented education. they pay much attention to language forms and grammatical rules, however, little attentions to language abilities and communica

11、tive competence” (zeng xin 3). the chinese educational system fails to create an environment among students where students ability could be cultivated to communicate in a foreign language and speak naturally in public. as a result, their spoken english is still poor. so there a demand for reforming

12、the spoken english learning model.“as a creative and efficient oral english teaching and learning model, cooperative learning, which refers to structure of classrooms that students work together in small cooperative teams, is widely adopted by many western countries” (spencer kagan 1986). when it is

13、 introduce and applied to teach in china, it evokes more positive effects than current teaching methods. cooperative learning, through interactions and cooperation among group members, provides opportunities for learners discuss and share information. in this process, learners can gradually become a

14、utonomous, notion that has become one of the objectives of educations. with a system requiring contemporary teaching reform, cooperative learning is to solve problems in spoken english learning. 2. cooperative learning model2.1 the concept of cooperative learningas kagan said that nowadays there exi

15、st a number of cooperative learning methods. these methods mainly set cooperative interaction as their main practice format, but they differ from each other with various dimensions including philosophy of education, types of learning and cooperation promoted, student and teacher roles and mode of re

16、ward and evaluation (spencer kagan 1986). therefore, there are different definitions of cooperative learning. however, according to drs. roger and david johnson, cooperative learning is the instructional use of small groups so that students work together to achieve shared goals(drs. roger and david

17、johnson 1997). the students are accountable for their own learning and supporting the learning of the group (zhang yang 6). in cooperative learning, students are no longer an individual, but as member of the team. according to wang tan, the concept of cooperative learning involves the following aspe

18、cts:first, “cooperative learning is a kind of teaching model that is based on group work”(王坦 2003). johnson (qtd. in王坦 2003 )reported that the highest levels of success occur when groups are kept small. these kinds of groups are combinations of students with different genders, abilities and academic

19、 reports，so as to make the groups more flexible and complemented. second, “cooperative learning is a sort of teaching and learning activity that takes students interaction as the main source” (王坦2003). the cooperative learning model emphasizes the role of students, which have been changed to a posit

20、ive side. now, it is the students who express and discuss most in the class while teachers act as guides. third, “the cooperative group is set up for common aims” (王坦2003). necessity is the mother of grouping. only when the group is given a specific aim that the members would do the work required to

21、 compete with other groups. this is also the prerequisite for evaluation. forth, “cooperative learning model evaluates students mainly by group performance instead of individual. this mechanism shifts the competition among individuals to groups” (王坦2003). whats more, it pushes group members to coope

22、rate with each other and exert everyone advantages, so that the group could perform well. 2.2 basic principles of cooperative learningalthough there are different titles and formats for cooperative learning in theory and practice, they share many common principles. first of all, there must be intera

23、ction in cooperative learning. “the main method in the cooperative learning teaching model focuses on the dynamic interactive teaching and learning” (王坦 2003). the reason why cooperative learning has a high rate of achievement is because of it reinforces creative interaction among students. to encou

24、rage students from different backgrounds to communicate and work together is a one of teaching and learning resource. students could learn how to cooperate and help each other; they could learning from each others advantages and disadvantages. xu shuyan elaborates that in order to promote the effici

25、ency of teach, much attention should paid to cooperation and interaction among group members (徐淑燕 120). secondly, all sorts of cooperative learning methods adopt teaching arrangement with a combination of class teaching and group activities. “teaching ought to consider individualized introduction an

26、d collective teaching” (王坦 2003). in traditional english classroom, the teacher was the center, usually gives many lectures and explanations, on the other hand, students have no opportunity to think, discuss together, and speak out. “while in cooperative learning class, students are given most of th

27、e time to discuss, to express and cooperate. they are active cooperators and positive participants” (李偉彬 100). this does not mean that the teachers are not important anymore in class. they still have in charge of the class, prevent the students from going too far and out of control. what cooperative

28、 learning advocates is the mutual interaction among students and teachers.thirdly, the cooperative learning model lays the evaluation on group performance rather than individuals. “the model encourages teachers to use strict criteria for evaluation and a rewarding system to motivate their students t

29、o learn. it is the common need of human being to be recognized and praised” (邵琳娜, 趙應(yīng)潔and田 潔125). by traditional evaluation method, only few students are always “successful”, and most students believed they will fail. as the end, most students lost their confidences and not communicate with the ones

30、whose “scores” are higher than theirs, which do harm to students intellect. while it competes as teams against teams, poorer developed students would not be so nervous and are more willing to develop their abilities, because they do not want to drag the overall performance of the group, and also not

31、 want to be the last one in their group. what this model provides is not just competition, but also cooperation and self-development. with the combination of cooperation with competition, it optimize the competition environment.from what has been discussed above, it is safe to draw the conclusion th

32、at cooperative learning model is a better choice for modern teaching and learning. cooperative learning model pays much attention to the overall development of students abilities.3. the effects on college spoken language learning under the cooperative learning model3.1 by reasonable grouping, each s

33、tudent gets the opportunity to present themselves “group division looks like an easy job; actually it is the element that determines the quality of the learning” (邵琳娜, 趙應(yīng)潔and田 潔125) there are about 50 students in the english major class in college, and in spoken english learning class time is limite

34、d for every student to have the chance to express themselves, so it will greatly reduce the opportunity for students to practise spoken english and it is unfavorable for spoken english learning. however, cooperative learning makes it possible, and under cooperative learning model, the students in a

35、class are reasonably grouped. “group division looks like an easy job; actually it is the element that determines the quality of the learning” (邵琳娜, 趙應(yīng)潔and田 潔125)and each group is equipped with a group leader, “the group leader will assign the task to every one, which will avoid that the group member

36、s to shirk responsibility to each other and will arouse their sense of responsibility to ensure the success of group cooperation." (邵琳娜, 趙應(yīng)潔and田 潔125). the members in the group can express views on their own tasks, and members can comment on others' views and give assistance. in this way, i

37、t greatly increases the opportunity for students to speak.through the students' individual presentation, their advantages and disadvantages can be learned more quickly and their mistakes can be corrected as quickly as possible, which can improve the efficiency of spoken english learning. the que

38、stionnaire survey indicates that 93% of the students think that they get more opportunity to present themselves under the cooperative learning model.3.2 actual benefits of independent useenglish learning in college and senior high school is different. in college, students have more leisure time and

39、teachers will not supervise students' study everyday. the extra leisure time can complement the insufficient classroom time. "assign extracurricular cooperative learning tasks. the teacher designs the teaching content into questions and tasks group cooperative learning, including relevant i

40、ssues on checking each others assignment, checking each others preparing of lessons before class, separately collecting information on relevant topics and group's cooperation and search." the teacher assigns the tasks to each cooperative learning group, and members of each group are clear o

41、f the role that they play and the tasks that they shall take.” （劉鳳華4）eighty five percent students continue to use it after class with their team members. this allows more preparing time, and students are less competent and shy can better finish their assignment and more confident to speak. at that t

42、ime, the mutual independence is the most important influence on the learners motivation. in spoken english learning, groups are formed to help each other to improve the competence to speak frequent and accurate english. in order to achieve this goal, group members not only have to spend time to impr

43、ove his or her pronunciations and intonation, but also try to help each other. they have to share information and studying material with each other. when they get used to accept comments give by others and give advices to others, they realize their value in and on the group. when it comes back to th

44、e survey, eighty percent of the students investigated say they share learning materials and experience with other members. 3.3 each role plays its own partcooperative learning in spoken english learning requires students to play different roles. they may take turns to play different roles such as ob

45、server, reporter, recorder, and examiner. in the group, each student would have a special task, everyone must get involved, and no one can shirk responsibility. the success of every individual makes up the success of the group. the study atmosphere should be active as to make the cooperative learnin

46、g groups more productive. in the group, students of different characteristics, some are shy, and others may be very extroverted. they are mixed together to conquer each others shortcomings. for the learning of a foreign language, speaking ranks second just after listening. it shows that input and ou

47、tput are both very important. role play can both improve students input and output. whats more, role play in cooperative learning also provides opportunities for the shy ones to be the reporter for the group and the outgoing ones to be cautious about trivial. as a way of encouragement, cctv holds th

48、e english play competitions, which encourages the english learning momentum. before having a debut on the stage, students have to practice millions of times. “the content of the performance could be some classic movies or chinese movies that were translated into english, or even the ones produced by

49、 students themselves” (戴寶琴and 熊麗瓊74). when doing this kind of project, cooperation between group members and competition among different groups are more obvious. while rehearsing the play or a movie excerpt, group members should be patient, associate with each other and willing to face and accept cr

50、itics. it is a way both to cultivate the manner of cooperation and improve ones pronunciation and intonation.a third sort of role play is debate. debating is a formal learning method. four students form a group and argue with another group of four students. they have to stick to their groups argumen

51、tation, and try their best to overturn the opponents. group members have to practice many times so to establish coherence and credibility. this kind is a perfect activity to practice students team work and also fluency in spoken english. students have to be confident at expressing their thoughts qui

52、ckly while debating. this is a comprehensive way of examine the result of spoken english learning.3.4 reasonable evaluation methodcooperative learning model places its way of evaluation mainly on the groups comprehensive performance. unlike the traditional teaching model which judges students mainly

53、 by academic records, this model pays more attention to different qualities rather than paper works. there are two ways of evaluating.one is that group members score their group according to the performance of every group member. the end of the project does not mean the ending of cooperative working

54、. as ou lianfen states in her paper that at the end of the project, one group member is required to make some comments on the presentation of other members, find the strong point and try to learn it, for the shortcomings, all of them should try to overcome (歐煉芬88). this is upper level of evaluation

55、of cooperative group work.the other is the teachers comments. teachers could see many points that students could not observe or notice. in cooperative learning, teachers pay more attention to the overall outcome of group presentation. they would no longer just concentrate on individual student or th

56、e most prominent ones. they have to pay attention to overall level of the whole class and figure out some typical mistakes the students make, like some wrong pronunciations, diction and the use of chinese-english. the teacher would give more constructive suggestions for students to improve. in fact,

57、 the final score of english majors of wenzhou medical college consists of the students self-evaluations and teachers judgments, which makes sure the efficiency of cooperative learning.in cooperative learning, evaluation is a part of encouragement mechanism. to use the criterion and encouragement to

58、adjust the students learning process plays a vital role. “however, judging the students properly could evoke students study interest” (邵琳娜, 趙應(yīng)潔and田 潔125). no matter which method one chooses, the important thing is to let students examine whether they have any progress or not.4. the advantages of the cooperative learning over traditional method4.1 it enables the students to think independentlytheoretically speaking, cooperative learning is only a kind of teaching and learning model. however, practically, it is more than that. with the increased use of this model in english learning, the ad