Cooperative-Learninginthe-Task―Based-Class-English

CooperativeLearningintheTask―BasedClassEnglishTeaching1.IntroductionNowadays，cooperativelearningisakindofnewteachingtheoryandstrategysystemthatcharacterizedwithstudent-centerandgroupactivitiesforacommonaimofimprovingstudents’intellectualandemotionalquality.Atthesametime，thetask-basedclassteachinghasbeenwidelyacceptedandusedasaneffectivewaytoimprovetheabilityofstudents’learning.Soexploringthecooperativelearninginthetask-basedteachingisverynecessary.2.LiteratureReview2.1TheCooperativeLearning.Slavin（1995），whodefinedcooperativelearningas“instructionalmethodsinwhichstudentsofallperformancelevelsworktogetherinsmallgroupstowardagroupgoal”.Johnson，andHolubec（1998）regardCLas“theinstructionaluseofsmallgroupssothatstudentsworktogethertomaximizetheirownandeachother'slearning”.Olsen&Kagan’sdefinitionwhichis“grouplearningactivitiesorganizedsothatlearningisdependedonthesociallystructuredexchangeofinformationbetweenlearnersingroupsandinwhicheachlearnerisheldaccountableforhisorherownlearningandismotivatedtoincreasethelearningofothers”（Olsen&Kagan，1992：112）2.2TheRelationshipbetweenCooperativeLearningandTask-basedteachinginEnglishclass.AccordingtoPiaget’sconstructivismview，knowledgelearningisaprocessofconstantpsychologicallyconstructing；aprocessofexperiencing，discoveringandcreating.Bymeansofcarryingouttasks，studentsinteractandcooperatewitheachother，participateinthereal，naturalandmeaningfulactivities，connectandcombine，andconstructthelanguagesystembythemselves.Itwillbethemosteffectivewayoflanguagelearning.3.MethodologyItincludestheresearchquestions，subjects，instrumentsandtheproceduresofdatacollection.3.1ResearchQuestions1.Whetherthetask-basedcooperativelearningcanimprovejuniormiddleschoolstudents'Englishlearningability？2.Whatareadvantagesofcooperativelearningapproach？3.2ResearchSubject.GaochangJuniorMiddleSchoolinHebeiprovince3.3ResearchInstruments.Pre-testandpost-testandaquestionnaire3.3.1Pre-testandPost-test.Inthefirsttwoweeks，teachersofClasstwousethetraditionalmethodtoteachreading，thengivethestudentsatestwhichifofaveragedifficulty.Whileinthelattertwoweeks，teachersusecooperativetasked-basedmethodtoassisttheirreadingteaching.Andthengivethestudentsanothertestoftheequalqualitywiththepreviousone.3.3.2AQuestionnaire.Itwasoneoftheessentialinstrumentsusedbythepresentauthor.Anditwasbasedoncooperativelearningintask-basedEnglishclass.4.ResultsandDiscussionoftheResultsTheresearchdataforanalysistoexaminetheeffectivenessofcooperativelearningcamefromthepre-testandpost-testandthestudents’answersofthequestionnaire.4.1Thetotalmarksinpre-testandpost-test：Fromthetotalmarkswecanseethatthemeanscoreinformertwoweekscannotbeimproveddramatically.Afterthetwoweeks，theaveragescorewasimproved0.6.4.2TheResultifQuestionnaire.Accordingtothepre-experimentquestionnaire，only56%ofthestudentsansweredthattheyaregoodatEnglish.However，aftertheexperiment，thepercentagebecame83%.Only56%ofthestudentsansweredthattheyareinterestedinEnglish.However，aftertheexperiment，thepercentagebecame83%.Only53%ofthestudentsansweredthattheybelieveinthemselveswhentheystudyEnglish.However，aftertheexperiment，thepercentagebecame75%.Only61%ofthestudentsansweredthattheywanttodothehomework.However，aftertheexperiment，thepercentagebecamemorethan80%.4.3TheConclusion.Inconclusion，thecooperativelearningapproachimprovesstudent’sabilityinEnglishclass.Whatismore，cooperativeactivitiescanbehelpfultobuildupgreaterlearnerconfidenceandself-esteem.WecanseethatCLintheTask-basedteachingcanhelpstudentsformpositiveattitude.Thismeansthatthecooperativelearningapproachesgivestudentsastagetocommunicate.Socooperativelearningintask-basedEnglishteachingisverynecessary.References：[1]Johnson，R.T&Johnson.D.W.1994.Learningtogether.[2]Slavin，R.E.1995.CooperativeLearning.Boston：Allyn&Bacon.[3]Olsen，R&S.Kagan.AboutCooperativeLearning.InC.Kessler（ed.）CooperativeLangugeLearning：ATeacher’sResourceBook[M].NewYork：PrenticeHall，1992.