Chapter One Introduction
1.1Research Significance
首先，合作学习，其适用性为大学生，日益受到人们的重视。本论文合作学习的理论进行了全面的分析，以问卷。因此，本论文的研究成果，丰富合作学习理论。此外，大学英语专业精读课选择相关研究强调其重要性在英语专业教学的基础阶段的论断。本论文致力于深化英语专业学生合作学习的认识，培养他们的合作学习能力，尤其是在英语语言类英语精读课，并给出建议，如果可能的话，为教师，以提高他们的教学方法。因此，研究结果可以丰富英语教学理论。Firstly, cooperative learning, with its applicability for college students, attachesincreasingly attention. This thesis makes a comprehensive analysis on cooperativelearning theory by using questionnaires. Therefore, the research results of the thesiswill enrich the cooperative learning theory.Moreover, college English major intensive reading course is chosen as thestudying emphasis of the thesis for its importance in the basic stage of English majorteaching. This thesis strives to deepen English major students’ understanding ofcooperative learning, develop their cooperative learning ability in English languageclass, especially in English intensive reading class, and give advice, if possible, forteachers to improve their teaching method. Thus, the research findings can enrichEnglish teaching theory.
1.1.2 Practical Significance
论文显示当前大学英语精读课的现状，通过调查问卷和访谈，大学英语教师提高英语精读课的教学效果，有一定的参考，以改变其郁闷的气候，并激活学生的学习积极性。此外，研究英语精读课和分析其功能的现状，笔者给出了解决存在的问题，在应用CL英语精读课的意见，结果都会导致教师使这门课程有正确的认识，从而使他们可以更好地提高自己的教学方法The thesis shows the present situation of the current college English intensivereading class by means of the questionnaire and interviews, which has some referencefor college English teachers to improve the teaching effectiveness of English intensivereading class, to change its depressing climate, and to activate students’ learningenthusiasm.Besides, the findings of the research on the present situation of English intensivereading class and the analysis on its features, together with the advice the author giveson solving the problems existing in the application of CL to English intensive readingclass, will all lead teachers to make a proper understanding of this course, so that theycan better improve their teaching methods
1.2Overall Organization of the Thesis
The structure of the thesis covers the following five chapters. Chapter one servesas an introduction of this thesis, mainly showing the significance of the study. Inchapter two, which is the theoretical part of the whole thesis, a brief research oncooperative learning is done in the aspect of its definition, essential factors, historicalstudy and theoretical basis, and the concept and features of English intensive readingcourse are also stated. Chapter two also makes an analysis on the mainorganizational forms of applying CL to intensive reading course and its potential benefits. Chapterthree concentrates on the research methodology including research questions andresearch design which covers subjects, instruments, data collection and analysisprocedure. Then, in the fourth chapter, data collected from the research is processedand analyzed. Results or findings of the research on the essential factors of CL and theintensive reading course and the application of CL to intensive reading class areshown. Chapter five draws a concise conclusion of the thesis and also focuses on thelimitations of the research and finally gives suggestions for further study.
Chapter Two Literature Review
2.1 Studies on Cooperative Learning
Watts (1997) believed that current approaches to language learning emphasizethat effective control over learning experiences is dependent upon the strategiccompetence of learners and their ability to draw upon a range of metacognitive andcognitive strategies related to processing and interpreting information, planning andorganizing learning sequences, monitoring progress and evaluating outcomes.Cooperative learning (CL) is one of them. As for its definition, there is no concise andaccurate one, different scholars have different ideas.As the major representative of Cooperative Learning theory, Doctor Sharan inIsrael gives cooperative learning a definition that it is a general term for all themethods of organizing and promoting class teaching. Cooperation among students inlearning process is the basic characteristic of all the methods. In the class, cooperationwith partners is realized in group activities which are composed of three to fivestudents. Students carry out an effective learning by cooperating and interacting withother members in learning groups.American scholars Olsen & Kagan (1992:37) define CL as “group learningactivities organized so that learning is dependent on the socially structured exchangeof information between learners in groups in which each learner is accountable for hisor her own learning and is motivated to increase the learning of others”. According toSlavin (1980:315-342), CL is “a kind of class techniques that encourages students toperform all kinds of learning activities in group or small team，helps to study somematerials and rewards students for accomplishments or performance of the entiregroup, enhances teacher-student, student-teacher interactions, and promotes studentsto carry out cooperative learning efficiently”. While Marcia & James (2000:35)propose that CL is “a variety of active learning which structures students into differentgroups with defined roles for each student and a task for the group to accomplish”.
Professor Wang Tan (2003) from China states briefly in his book “ The Idea andImplementation of Cooperative Learning” that, CL is a sort of teaching strategysystem that aims to promote students’ mutual help and cooperation in heterogeneousgroups in order to achieve the common learning goals, and rewards students for the performance of the entire group. As to professor Ma Hongliang (2003), CL is alsonamed collaborative learning which is based on theories of modern social psychology,sociology of education and cognitive psychology, and whose starting point is studyingand making use of interpersonal relationships in class teaching. He believes thatcooperative learning refers to group activity as its basic teaching method and entiregroup achievement as its evaluation standard. And it is a kind of creative and effectiveteaching system which lays emphasis on improving the students’ study record in largeareas, building up an intimate learning and social atmosphere in the class and helpingstudents develop their psychological qualities and communicative competence.Although scholars from different countries have different descriptions of theconcept of cooperative learning, the author holds that the connotation of cooperativelearning, in a word, mainly covers the following aspects: firstly, the subject ofcooperative learning is group activities; secondly, cooperative learning is a kind ofmutual help activity realized among group members; thirdly, cooperative learning is akind of organized activity which centers upon certain tasks and goals; fourthly, it isthe entire group’s performance in fulfilling the shared tasks or goals that rewarding incooperative learning activities depend on; finally, cooperative learning is a sort oforganized and purposeful learning activity that is conducted under the supervisorycontrol and instruction of the teacher.
Chapter Three Research Methodology........... 36-46
3.1 Research Questions........... 36-37
3.2 Research Subjects........... 37
3.3 Research Instruments ...........37-44
3.4 Data Collection ...........44-45
3.5 Data Analysis........... 45-46
Chapter Four Results and Discussion........... 46-77
4.1 Data Analysis of the Questionnaires...........46-59
4.2 Results Indicated by the Questionnaires........... 59-62
4.3 The Reasons of the Non Ecologic Problems........... 62-66
4.4 The Ecologic Solutions for the Problems........... 66-77
Chapter Five Conclusion...........77-81
5.1 Research Findings........... 77-78
5.2 Implications........... 78-80
5.3 Limitations and Recommendation........... 80-81
Conclusion
Based on the collection and arrangement of literature materials, the author, inthis paper, makes a relatively systematic analysis of the research studies of scholarshome and abroad on cooperative learning theories and practice, and finds that atpresent, their research study on cooperative learning theories have made a wealth ofacademic achievements, but there are limited research papers or works on theapplication of cooperative learning to English teaching practice, especially to Englishintensive reading class in the English major teaching field.From the above analysis of the study, it is evident that most students basicallycomprehend the connotation of CL in the perspective of its five essential factors,which are positive interdependence, face-to-face promotive interaction, inpidualaccountability, social skills and group processing. Nevertheless, among the fivefactors, it is found that subjects surveyed lack inpidual accountability. In order tosolve the problem mentioned, students, during their usual learning activities, besidesworking or studying independently, should learn to interact and cooperate with othersto discuss something, solve problems or achieve common goals or tasks, and shouldstrengthen the awareness of the importance of cooperation and interaction inimproving themselves. What’s more importantly, students need be taught to make afull understanding and comprehension of the connotation and other aspects ofcooperative learning theory
English intensive reading course is a compulsory course for English majors,which plays an essential part in cultivating students’ comprehensive abilities.According to the interview made to English intensive reading teachers and Englishmajor students in a university, the author finds that due to various reasons, theteaching situation of English intensive reading class is far from being satisfactory.Therefore, in order to change such situations existing in English intensive readingclass as boring and tedious class climate, low teaching efficiency and traditionalteaching mode and so on, the author believes that it is necessary to introducecooperative learning method to college English major intensive reading class.Based on the research by questionnaires on the application effect of CL inintensive reading class, it is evidently seen that the overall situation of theimplementation of CL seems good, and the above mentioned problems existing in English intensive reading class do have been improved largely. What’s more, CLhelps students strengthen their self-confidence and enhance their motivation inlearning English, and increase more opportunities for them to take part in activitiesand practise oral English. Besides, students play a more active role in the class usingCL than in the traditional classroom. According to all of this, it can be concluded thatthe application of CL in English intensive reading class, to some extent, exerts apositive impact on improving students’ common passive tendencies in Englishlearning, and helps to stimulate their interest and ease their language anxiety toparticipate in the class, thus it is helpful to the improvement of the teaching efficiencyand students’ learning effect in English intensive reading class. In the meantime, thereexist such problems during the application process of CL in the intensive reading classas the unreasonable grouping way, unclear role pision and so on. Then the authormakes a thorough analysis and provides her suggestions on how to solve the aboveproblems and how to improve the application of CL, which the author hopes, ifpossible, can be of great use and reference value for the teaching practice of thefront-line college English teachers, especially English intensive reading teachers.
References
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