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1、Cooperative Language Learning,Contents,Definition of CLLTheoretical background of CLLDesignConclusions,Cooperative Language Learning (CLL) is part of a more general instructional approach also known asCollaborative Learning (CL)Cooperative learning is group learning activity organized so that learni
2、ng is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others. (Olsen and Kagan 1992:8),Definition,Communicative approach In the ESL classroom
3、, CLL is seen as an extension of Communication Language Teaching that tends to be more learner-centered.,Theoretical Background,Constructivism John Dewey (1913) is usually considered to have founded the theory of constructivism; he disapproved of approaches that saw students simply as recipientsof t
4、he teachers knowledge but favored methods that allowed students to “construct their own knowledge through experience and problem solving” (Larsen-Freeman & Anderson 2011, p. 151).,Types of learning and teaching activities,Formal cooperative learning groups: These last from one class period to severa
5、l weeks. These are established for a specific task and involve students working together to achieve shared learning goals.Informal cooperative learning groups: These are ad-hoc groups that last from a few minutes to a class period and are used to focus student attention or to facilitate learning dur
6、ing direct teaching.Cooperative base groups: These are long term, lasting for at least a year and consist of heterogeneous learning groups with stable membership whose primary purpose is to allow members to give each other the support, help, encouragement, and assistance they need to succeed academi
7、cally.,Olsen and Kagan (1992) propose the following key elements of successful group-based learning in CL:Positive interdependenceGroup formationIndividual accountabilitySocial skillsStructuring and structures,Coelho (1992b: 132) describes three major kinds of cooperative learning tasks and their le
8、arning focus, each of which has many variations.1. Team practice from common input skills development and mastery of facts2. Jigsaw: differentiated but predetermined input evaluation and synthesis of facts and opinions.3. Cooperative projects: topics/resources selected by students discovery learning
9、,Three-step interviewRoundtableThink-Pair-ShareSolve-Pair-ShareNumbered Heads,Cooperative learning Activities,Learner roles,The primary role of the learner is as a member of a group who must work collaboratively on tasks with other group members. Learners have to learn teamwork skills. Learners are
10、also directors of their own learning. They are taught to plan, monitor, and evaluate their own learning, which is viewed as a compilation of lifelong learning skills. Thus, learning is something that requires students direct and active involvement and participation.,Teacher roles,The role of the tea
11、cher in CLL differs from the role of teachers in traditional teacher-centered lesson. The teacher has to create a highly structured and well-organized learning environment in the classroom, setting goals, planning and structuring tasks, establishing the physical arrangement of the classroom, assigni
12、ng students to groups and roles, and selecting materials and time.,Conclusions,AdvantagesCLL emphasizes student-centered teaching.It makes class active.It benefits students for developing their communicative competence through socially structured interaction activities.,Disadvantages Some questioned its use with learners of different proficiency levels. Poor students might be hurt and discouraged to learn.It places considerable demands on teachers, who may have difficulty adapting to the new roles required of them.,
