合作学习在大班英语教学中的应用研究
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摘要
传统的大学英语课堂以教师为中心,教师是知识的提供者和权威,而学生则是接收知识的容器。学生依赖教师规划学习,评价学习过程和结果,希望教师告知学什么和如何学这种学生被动接受而教师充当传授主体的教学形式极大地阻碍了学生在真实的语言环境中准确流利地用英语进行交流。1999年以来的高校扩招给大学英语的教学带来了新的挑战,使得英语课每班人数由过去的20-30人变成60-80人的大班。许多适合于小班的课堂活动在大班中失去了其有效性。师生互动也由于课堂时间的有限和人数的众多而大大减少。
合作学习是目前世界上许多国家都普遍采用的一种富有创意和实效的教学理论与策略体系。许多研究对合作学习的理论与实践予以一致的认可,并证明它在改善课堂内的学习气氛,大面积提高学生学业成绩,促进学生良好的社会化进程等方面实效显著,被人们誉为近十几年来最重要和成功的教学改革。通过对国内外文献资料的研究,笔者认为合作学习这一教学策略的实施能较大程度地改变传统英语课程过分重视语法和词汇知识的讲解与传授的现象,同时培养学生实际运用语言的能力,强调课程从学生的学习兴趣、生活经验和认知水平出发,创造更多机会让学生体验、实践、参与、合作与交流,发展学生的综合语言运用能力,使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。
本论文旨在探究合作学习对大班英语学习的影响。研究对象是山东轻工业学院2005级经济管理学院的145名学生。会计班有73名学生,为实验班。市场营销有72名学生,为控制班。实验班应用合作性学习理论的授课方式,控制班采取传统的授课方式。作者采用问卷调查法、访谈法和测试法,从2006年2月到2006年7月,对为期一个学期的英语课进行了定量和定性的实验研究。
本研究采用社会学统计软件SPSS 12.0对数据进行分析,结果如下:在合作学习中,小组成员间形成了一种积极投入学习活动的良好氛围,相互提供帮助,互教互学,共同进步,提高了学业成绩、交际能力,增强了自尊心、自信心和学习动机。合作学习为学生提供了更多的可理解的语言输入和功能交流性语言输出的机会,比较好地解决了如何使学生学会、会学、乐学、好学等世界教育改革的热点问题,使语言学习向社会化的道路上迈进了一大步。
然而,由于长期的传统教学的影响,合作学习过程的不够完善以及研究中使用的样本的特殊性,各种各样的问题也随之出现。如实验样本较小、实验周期短、学生口语较差影响表达等等。
The passivity of the students and the dominance of the teachers constitute enormous obstacles for students’practice and use of language in communicative contexts. And the increasing enrollment from 1999 in China pushed EFL teaching confront with new challenges: the inexorable trend of large-class English teaching in many universities. Language teaching is more advantageous in small classes is a well-known fact. The class is better to be small enough for students to have chances to practice what they have learned. Yet sometimes things do not happen as we wish. The difficulty of managing a large-size class is widely acknowledged. This research started with the basic assumption that classes on many universities in China are not likely to be reduced in size in the foreseeable future. Hence, solutions have to be realistic within the limited constraints of the present teaching-learning situation.
Cooperative learning is a theoretic and strategic approach applied by many countries in the world in the past three decades. Many researches have proved that it is a creative and effective teaching approach. There has been a growing consensus among researchers about the positive effects of cooperative learning on student achievements as well as social affective aspects.
To deal with the problems raised above and improve the efficiency of English teaching so as to help students make improvement in English learning proficiency, the author, from the point of view of a foreign language teacher, proposes cooperative learning method and carries out a series of tentative experiments in the classes she teaches. Based on the literary review at home and abroad, the author thinks that the application of this teaching approach can change the traditional ways of English teaching, which pays too much attention to the explanation of grammar and vocabulary, and develop students’competence of language use.
The purpose of this thesis is to explore the influence of cooperative learning on students in large class. The participants in this research project are students in two first-year classes of Business School at Shandong Institute of Light Industry majoring in accountancy and market sell. They all major in international trade. There are seventy-three students in Class One and seventy-two in Class Two. Class One is treated as experimental class and Class Two is control class. The experimental class is given treatment, namely, using the cooperative learning theory in English teaching while the control class is taught in traditional methods. In the spring term of 2006, quantitative analysis and qualitative analysis were conducted in English class by means of questionnaires, interview and tests.
With the help of the statistical software SPSS 12.0 for windows, the analyses of the data indicate that: cooperative learning leads to common progress, higher academic achievement, better communication skills, increased motivation toward learning, higher self-esteem and self-confidence. Cooperative learning activities can increase the opportunities to intake comprehensible input and produce functional output in a supportive and communicative environment, thus making language learning step forward.
However, as a result of the longstanding traditional teaching, the immature implementation of cooperative learning and the special sample under study, various problems also turn out, including relatively small test sample, limitation of time, their poor spoken English and different English level.
合作学习是目前世界上许多国家都普遍采用的一种富有创意和实效的教学理论与策略体系。许多研究对合作学习的理论与实践予以一致的认可,并证明它在改善课堂内的学习气氛,大面积提高学生学业成绩,促进学生良好的社会化进程等方面实效显著,被人们誉为近十几年来最重要和成功的教学改革。通过对国内外文献资料的研究,笔者认为合作学习这一教学策略的实施能较大程度地改变传统英语课程过分重视语法和词汇知识的讲解与传授的现象,同时培养学生实际运用语言的能力,强调课程从学生的学习兴趣、生活经验和认知水平出发,创造更多机会让学生体验、实践、参与、合作与交流,发展学生的综合语言运用能力,使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。
本论文旨在探究合作学习对大班英语学习的影响。研究对象是山东轻工业学院2005级经济管理学院的145名学生。会计班有73名学生,为实验班。市场营销有72名学生,为控制班。实验班应用合作性学习理论的授课方式,控制班采取传统的授课方式。作者采用问卷调查法、访谈法和测试法,从2006年2月到2006年7月,对为期一个学期的英语课进行了定量和定性的实验研究。
本研究采用社会学统计软件SPSS 12.0对数据进行分析,结果如下:在合作学习中,小组成员间形成了一种积极投入学习活动的良好氛围,相互提供帮助,互教互学,共同进步,提高了学业成绩、交际能力,增强了自尊心、自信心和学习动机。合作学习为学生提供了更多的可理解的语言输入和功能交流性语言输出的机会,比较好地解决了如何使学生学会、会学、乐学、好学等世界教育改革的热点问题,使语言学习向社会化的道路上迈进了一大步。
然而,由于长期的传统教学的影响,合作学习过程的不够完善以及研究中使用的样本的特殊性,各种各样的问题也随之出现。如实验样本较小、实验周期短、学生口语较差影响表达等等。
The passivity of the students and the dominance of the teachers constitute enormous obstacles for students’practice and use of language in communicative contexts. And the increasing enrollment from 1999 in China pushed EFL teaching confront with new challenges: the inexorable trend of large-class English teaching in many universities. Language teaching is more advantageous in small classes is a well-known fact. The class is better to be small enough for students to have chances to practice what they have learned. Yet sometimes things do not happen as we wish. The difficulty of managing a large-size class is widely acknowledged. This research started with the basic assumption that classes on many universities in China are not likely to be reduced in size in the foreseeable future. Hence, solutions have to be realistic within the limited constraints of the present teaching-learning situation.
Cooperative learning is a theoretic and strategic approach applied by many countries in the world in the past three decades. Many researches have proved that it is a creative and effective teaching approach. There has been a growing consensus among researchers about the positive effects of cooperative learning on student achievements as well as social affective aspects.
To deal with the problems raised above and improve the efficiency of English teaching so as to help students make improvement in English learning proficiency, the author, from the point of view of a foreign language teacher, proposes cooperative learning method and carries out a series of tentative experiments in the classes she teaches. Based on the literary review at home and abroad, the author thinks that the application of this teaching approach can change the traditional ways of English teaching, which pays too much attention to the explanation of grammar and vocabulary, and develop students’competence of language use.
The purpose of this thesis is to explore the influence of cooperative learning on students in large class. The participants in this research project are students in two first-year classes of Business School at Shandong Institute of Light Industry majoring in accountancy and market sell. They all major in international trade. There are seventy-three students in Class One and seventy-two in Class Two. Class One is treated as experimental class and Class Two is control class. The experimental class is given treatment, namely, using the cooperative learning theory in English teaching while the control class is taught in traditional methods. In the spring term of 2006, quantitative analysis and qualitative analysis were conducted in English class by means of questionnaires, interview and tests.
With the help of the statistical software SPSS 12.0 for windows, the analyses of the data indicate that: cooperative learning leads to common progress, higher academic achievement, better communication skills, increased motivation toward learning, higher self-esteem and self-confidence. Cooperative learning activities can increase the opportunities to intake comprehensible input and produce functional output in a supportive and communicative environment, thus making language learning step forward.
However, as a result of the longstanding traditional teaching, the immature implementation of cooperative learning and the special sample under study, various problems also turn out, including relatively small test sample, limitation of time, their poor spoken English and different English level.
引文
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Bruffee, K. A. Sharing Our Toys: Cooperative Learning Versus Collaborative Learning-Cover Story [J].Change, 1995(1):121-136.
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Chen, H. A Comparison Between Cooperative Learning and Traditional, Whole-Class Method-Teaching English in a Junior College[J].Academic Journal of Kang-Ning, 1999(3):69-86.
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Bruffee, K. A. Sharing Our Toys: Cooperative Learning Versus Collaborative Learning-Cover Story [J].Change, 1995(1):121-136.
Brown, H.D. Principles of Language Learning and Teaching [M]. Beijing: Foreign Language Teaching and Research Press, 2001.
Carlson, K.S.& Zhao X.S. Collaborative Learning: Some Issues and Recommendations. Collaborative Learning [J], 2004(4):69-83.
Chang, M. Teacher-Oriented Learning vs. Cooperative Learning in English Reading Class. Journal of Pingtung Polytechnic Institute, 1995(4): 271-277.
Chaudron, C. Comprehension, comprehensibility and learning in the second language classroom [J].Studies in Second Language Acquisition,1985(7):216-32.
Chen, H. A Comparison Between Cooperative Learning and Traditional, Whole-Class Method-Teaching English in a Junior College[J].Academic Journal of Kang-Ning, 1999(3):69-86.
Chu, M. An Application of the Jigsaw Method in a Freshman English Class [J]. Ilrva Kang Journal of Foreign Language & Literature, 1996(7):185-195.
Cohen, E. Designing group work: Strategies for the Heterogeneous Classroom [M]. New York: Teachers College Press, 1986/1994b.
Cortazzi, M.&Jin, L. English teaching and learning in China [J].Language Teaching. 1996(29): 61-80.
Davis, B. G. “Collaborative Learning: Group Work and Study Teams” from Tools for Teaching [M]. San Francisco: Jossey-Bass Publishers, 1993.
David Bleich. Collaboration and the Pedagogy of Discourse [J]. College English, 1995(1):35-44.
Doughty, C.,&Pica, T Information Gap tasks: Do they facilitate second language acquisition? [J].TESOL Quarterly, 1986(20): 305-325.
Ellis, R. Second Language Acquisition [M].Oxford: Oxford University Press, 1997.
Ellis, R. The Study of Second Language Acquisition [M].Oxford: Oxford University Press, 1994.
Flower, L.& Higgins, L. Collaboration and the Construction of Meaning Berkeley [M].CA: Center for the Study of Writing, 1991.
Fosnot, C.T. Enquiring Teachers, Enquiring Learners [M]. New York: Teachers College Press, 1989.
Foster, P. A Classroom Perspective on the Negotiation of Meaning[J].Applied Linguistics, 1998(12):141 一 157
Gardner, Howard. Frames of Mind: the Theory of Multiple Intelligences [M].New York: Basic Books, 1983.
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