小组合作学习法在雅思口语课堂应用的实证研究
Chapter One Introduction
1.1 Background of the Study
After absorbing the foreign experience of education and analyzing our own context, Chinese education is experiencing a momentous revolution. There comes the New Curriculum reform. According to it a fundamental ability is demanded that the students are encouraged to practice teamwork with their partners. This requires the educators to transform their teaching methods. It is reasonable that the students take the main role which used to be the teachers’ in the class length by length. Simultaneously, the students should be motivated to cooperate with others and create something consciously. Basically, it is beneficial to both the learners and teachers that the teachers are to arouse the learners’ ability and enthusiasm to work with others. Teachers’ main task is to let students master the skill of studying, cooperating and communicating. Due to the geographical and economical reasons, in some remote and less developed areas the education circumstance and situation are not satisfactory. Especially in the IELTS speaking classes, there are even no teachers teaching IELTS courses. Most of the teachers just tell the learners vocabularies and sentence patterns and then let them make sentences using the words and phrases. In principle the students have only mastered the basic knowledge. However they cannot put the knowledge into practice. That is to say they don not know how to use it effectively in real life.
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1.2 Purpose of the Study
This research is designed to the influence of Cooperative Learning on IELTS speaking study, applying of four kinds of research methods: questionnaire, classroom observation and pretest aiming to realize the current situation of IELTS speaking teaching and posttest aiming to find how Cooperative Learning develop IELTS speaking teaching The research is to answer the following questions: What is the current situation of IELTS speaking learning? 2) What are the influences of Cooperative Learning on IELTS students’ speaking learning?
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Chapter Two Literature Review
2.1 Theoretical Foundation of Cooperative Learning
Fundamentally, there are loads of theories which affect Cooperative Learning in many aspects. Among them, some fundamental and noted ones are Social interdependence theory, construction theory, motivation theory and multiple intelligence theory. When it was the 1st century, a well-known ancient Rome educator Quintilian had proposed that students can gain some profits by teaching and learning from each other, not only just between the teacher and students but also among students. In about 500 A.D. the Talmud had requested that the way to get a better understanding of this book is to find a study partner. At the end of the 18th century, English churchmen, Lancaster and Bell applied Cooperative Learning comprehensively, according to which they divided students into several groups and put forward a notion of ‘students tutor’ which was a strategy that advocated students studying in a group. In 1806 this theory spread to America where the most famous advocator is Gluo Naier Francis Parkr, who implemented Cooperative Learning in the public schools during the last 30 years of 19th century and his teaching activities achieved great success. In the early 1900s, social interdependence theory began to develop, which was proposed by Johnson brother. Kurt Koffka, one of the creators of this theory, raises that the command of the teams is constantly changing in which the interdependence in with participants alters. Besides, there exists variety of the interdependence among team members.(Johnson, 1993)
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2.2 The Definition of Cooperative Learning
By now, a great many of researchers and scholars have advanced distinctive definitions of Cooperative Learning. However, practically all the distinguished definitions are proposed to make some contribution to improve the learners’ ability more effectively. Since Cooperative Learning is applied in classroom on teaching and learning, students in the classroom are divided into several tiny teams each contains 2-6 members usually. Cooperative Learning aims at encouraging students to participate in the class activities and at the same time increase their sense of cooperation and decrease their sense of competition. During the procedure of learning, cooperative Learning pays more attention the interactive part among students. It is a kind of strategy about division of work and at the same time cooperation. As different district in this world may have different conditions, the cognition and definition of Cooperative Learning may not have a common and unified expression.
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Chapter Three Methodology........17
3.1 Research Questions ......17
3.2 Research Subjects.........17
3.3 Research Instruments ...........18
3.3.1 Testing ...........18
3.3.2 Questionnaires ......18
3.3.3 Interview........19
3.4 Classroom Process ......19
3.5 Data Collection ...........25
Chapter Four Results and Discussions .......27
4.1 Tests Analyzing ....27
4.1.1 Analysis of the Pre-test..........27
4.1.2 Analysis of the Post-test ........28
4.1.3 Comparison of the Pre-test and Post-test......28
4.2 Questionnaires Analysis .......29
4.2.1 Analysis of Questionnaire I ...........30
4.2.2 Analysis of Questionnaire II..........32
4.3 Interview Analysis........34
Chapter Five Conclusion......37
5.1 Major Discovery...........37
5.2 Pedagogical Significance .....39
5.3 Limitations and Suggestions for Further Study ....40
Chapter Four Results and Discussions
4.1 Tests Analyzing
Before the teaching experiment, a pretest is provided for all the participants in this research, both the experimental group and the control group. This pretest is designed to make a thorough study whether there exists diversity between the experimental subjects and control subjects and get a basic information about the learners’ speaking level. The result of the pretest can be seen in the chart below. As can be seen in the table, the data of the students’ average scores are very close. That is to say that the overall level of the subjects’ speaking ability stays on the same level basically. The table illustrates that the standard deviation of the control group is 7.524 which is only 0.121 high than that of the experimental group. Besides, the Sig. = 0.057>0.05. Hence there does not exist much distinctive between the two classes. Generally, the two groups’ English speaking ability are almost on the same level. The subjects who are chosen are reasonable and agreeable, which means the outcome of this research can be feasible and valid.
conclusion
As can be seen from the questionnaire surveys, interviews and the results of the pretest and posttest, Cooperative Learning can play an active and significant role in enhancing the students’ speaking ability. Using this method, the students’ scores improved a lot. Besides, the students’ attitudes are changed significantly as well. They become more active and willing to take part in classroom activities and communicate with others in the class, both the teachers and classmates. Also they can speak English spontaneously. They have got the knowledge and meanwhile their interests and attitude about learning English and speaking English are stimulated. In the first place, students are encouraged to learn English and speak English actively. This method gets both the teacher and students involved in the classroom activities, letting the students take part in the activities to interact with the teacher and classmates. At the same time teacher hands the controlling right to the students and the students can take turns to act as a leader. The changing of the position of the students makes their thoughts change at the same time. They are changing from passive to active, negative to positive, boring to interesting and incredible to creative. Thus the attitude of the students is altering while their scores are improving.
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The reference (omitted)
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