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IfyouhaveanappleandIhaveanappleandweexchangetheseapplesthenyouandIwillstilleachhaveoneapple.ButifyouhaveanideaandIhaveanideaandweexchangetheseideas,theneachofuswillhavetwoideas.CooperativeLanguageLearningContents1Background2Approach3Design4ConclusionsCooperativeLanguageLearning1makemaximumuseofcooperativeactivities(likepairsandgroups)2raisetheachivementofallstudents3buildpositiverelationshipsamongstudents4fostercooperationratherthancompititionBackgroundTheearly20thcenturyJohnDewey(U.S.educator)The1960sand1970sTheforcedintegrationofpublicschools理论基础1马斯洛的“需要”理论2“群体动力”理论FiveGoals1↑naturalisticsecondlanguageacquisition(S)2↑amethodologycanbeappliedinavarietyofcurriculumsettings(T)3↑particularlexicalitems,languagestructure,communicativefunction4↑successfullearningandcommunicativestategies(S)5↑motivationandstress↓(S)ApproachTheoryoflanguage(5promises)Theoryoflearning(socialinteraction)Theoryoflanguage5promises1communication2conversation3maxims=rules(准则)4interaction5participationTheoryoflearningCooperativeLearningJeanPiaget+LevVygotskysocialinteractioncriticalthinkingtheQuestionMatrix（wordpair)CooperativeLearningCompetitiveLearning1GroupGoal2Wesinkorswimtoghter3PositiveInterdependece4PositiveCorrelation1IndivadualGoal2IfIswim,yousink;Ifyouswim,Isink3NegativeInterdependence4NegativeCorrelationAdvantagesofCLL1↑frequencyandvariety2↑cognitivedevelopmentlanguageskills3↑language+content--basedinstruction4↑languageandconceptlearning5↑communication6↑resourcesandmoreactiverolesDesignObjectivesTheSyllabusTypesofCLGroupsKeyElementsActivityTypesofCLLCLLActivitiesRoles(Learner,Teacher,InstructionalMaterials)ConclusionsProcedureOverallObjectivesofCLL●Tofostercooperation●Todevelopcriticalthinkingskills●TodevelopcommunicativecompetenceSpecificObjectives●DerivefromthecontextinwhichitisusedWideapplicabilityESPThefourskillsGrammarPronunciationVocabularyParticularformoflanguagesyllabusSystematicandcarefullyplanneduseofgroup-basedproceduresinteachingTimeGroupsPurposeFormalcooperativelearninggroupsInformalcooperativelearninggroupsCooperativebasegroupsoneclassperiod—severalweeksafewminutes—aclassperiodatleastayear(longterm)learninggroupsad-hoc(special)groupsheterogeneous[ˌhetərəˈdʒi:niəs]learninggroupstoachievesharedlearninggoalstofocusstudentattention/facilitatelearningtogiveeachotherthesupport,help,encouragement,andassistanceJohnsonbrothers三因素理论斯莱文（美国）小组目标个体责任成功的均等机会四因素理论库埃豪（加拿大）小组的形成与管理任务设计社会因素探索性谈话五因素理论约翰逊兄弟（美国）积极互赖小组构成个体责任社交技能组织结构●Whathelpsonememberhelpsallandwhathurtsonememberhurtsall●Aspiritofmutualsupport●Eachgroupmember'seffortsarerequiredandindispensableforgroupsuccesssinkorswimtogether●Sizetasksagetimelimits2—4●Assignmentteacher-selectedrandomstudent-selected√●Anelementrequiredtopreventandlowerthelikelihoodoffreeridersorsocialloafing●Eachmembergroupisaccountableforhis/herlearningandactionsaswellasthegrouplearningandperformance●Somethingthateveryteammembermustshoulder●Thewaystudentsinteractwitheachotherasteammates●Leadership,decision-making,trust-building,communication,conflict-managementskills●Waysoforganizingstudentinteraction●Teampracticefromcommoninput●Jigsaw●CooperativeprojectsTeampracticefromcommoninputSamematerialEveryoneknows/explains/understandsAnyone●Review&Practicetests●Effectiveinsituationswherethecompositionisunstable(adultprograms)Jigsaw(Aronson)Group:samematerialMember:differentpiecesStudentswiththesamepieceregroupinexpertgroupsReturntohomegroupsShare&Synthesize●Bothtwogroupsinvolvement●Multilevelclass●Information-gapactivitiesInformation-gapactivitiesarethoseinwhichstudentsaregivendifferentbitsofinformation.Bysharingthisseparateinformationtheycancompleteatask.CooperativeprojectsGroup:differenttopicsMember:subtopicsResearchtheinformation(subtopics)SynthesizePresentation●Individualization&Students'interests●RoundRobin(接力循环）●PairsCheck（结对检查）●TeamWord-Webbing（小组语词联网）●MatchMine（照我做）●Inside/OutsideCircles（内圈—外圈）●Partners（小伙伴）●Jigsaw（切块拼接）●STAD（学生小组成绩分工法）●GI（小组调查法）●MURDER（组合阅读法）●Three-stepInterview（三步谈话）●Roundtable（圆桌会议）●Think-Pair-Share（结对思考）●Solve-Pair-Share（结对解答）●NumberedHeads（随机点号）●BlackboardShare(共享黑板）Three-stepinterviewStudentA:interviewerStudentB:intervieweeReverseShareinformation(twointerviews)RoundtableRoundRobinThink-Pair-shareaboutyouranswerindividuallywithapartneranddiscussyouranswersyourpartner'sanswerwhencalledupon●Think●Pair●ShareSolve-Pair-ShareAproblemSolveindividuallyExplain(Interview/RoundRobin)NumberedHeadsStudentsTeacherEveryoneStudentNumber4pleaseDiscussion1.教师将学生进行两两分组，每组至少一名学生阅读水平出色。2.学生A向学生B讲述写作计划，学生B认真听后提出问题，概括学生A的观点。3.角色互换。4.学生各自搜寻写作素材的同时留意伙伴所需素材。5.学生分别为对方写作文的第一段。6.学生完成自己的作文。7.学生写作完成后，校正对方作文（大小写，拼写，标点，语言运用等）并给对方提出修改建议。8.学生各自修改作文。9.重读对方作文，签名以示经修改后已无误。●Learner●Teacher●MaterialsLearnerroles●Learner●Organizer●Checker●Recorder●Observer●Summarizer●Questioner●InformationsharerTeacherroles●Designer●Collaborator/Instructor●Regulator●Facilitator●QuestionerTheroleofinstructionalmaterials●SelectionTheuseofdisscusionsgroups,groupwork,andpairworkhasoftenbeenadvocatedbothinteachinglanguagesandinothersubject