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1、An Analysis of the Effects of Cooperative Learning on Spoken English Learning in College合作学习对大学口语学习的影响目 录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合作学习对大学口语学习的影响摘要: 本文首先从四个方面介绍了合作学习的基本概念然后是操作原则；接着是用问卷调查来论证在合作学习模式下对大学口语学习产生的成效。最后是介绍了合作学习于传统方法相比较下体现的优势。最后是结论。关键词
6、：影响；合作学习；口语学习 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 Chinas 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 Engl
10、ish 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 communicative
11、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 the s
12、poken 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 intr
13、oduce 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 autono
14、mous, 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 exist a
15、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 reward
16、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 Johns
17、on 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 aspects:F
18、irst, “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 repo
19、rts，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 positive s
20、ide. 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 comp
21、ete 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 cooperate
22、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 interaction
23、 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 encourage
24、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 efficiency
25、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 and col
26、lective 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 the tim
27、e to discuss, to express and cooperate. They are active cooperators and positive participants” (李伟彬 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 lear
28、ning 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 to lea
29、rn. It is the common need of human being to be recognized and praised” (邵琳娜, 赵应洁and田 洁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 whose
30、 “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 want
31、 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 that co
32、operative 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 studen
33、t 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, 赵应洁and田 洁125) There are about 50 students in the English major class in college, and in spoken English learning class time is limited for
34、 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 class
35、 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, 赵应洁and田 洁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 members to
36、shirk responsibility to each other and will arouse their sense of responsibility to ensure the success of group cooperation. (邵琳娜, 赵应洁and田 洁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, it greatly increa
37、ses 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 questionnaire survey ind
38、icates 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 teachers will not sup
39、ervise 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 issues on checking each others as
40、signment, checking each others preparing of lessons before class, separately collecting information on relevant topics and groups cooperation and search. The teacher assigns the tasks to each cooperative learning group, and members of each group are clear of the role that they play and the tasks tha
41、t they shall take.” （刘凤华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 time, the mutual independence is the most im
42、portant 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 improve his or her pronunciations and intonatio
43、n, 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 the survey, eighty percent of the students in
44、vestigated 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 observer, reporter, recorder, and examiner. I
45、n 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 learning groups more productive. In the group, stu
46、dents 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 output are both very important. Role play can
47、 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 the English play competitions, which encourag
48、es 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 students themselves” (戴宝琴and 熊丽琼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 a
