Cooperative Language Learning合作学习语言法

CooperativeLanguageLearningZhangKunBackgroundCooperativeLanguageLearning(CLL)ispartofamoregeneralinstructionalapproachalsoknownasCollaborativeLearning(CL).CooperativeLearningisanapproachtoteachingthatmakesmaximumuseofcooperativeactivitiesinvolvingpairsandsmallgroupsoflearnersintheclassroom.Traditionalmodelsofclassroomlearningareteacher-fronted,fostercompetitionratherthancooperation,andfavormajoritystudents.CLLhasbeenembracedasawayofpromotingcommunicativeinteractionintheclassroomandisseenasanextensionoftheprinciplesofCommunicativeLanguageTeaching.Itislearner-centered.ApproachTheoryoflanguageCooperativeLanguageLearningisfoundedon5basicpremisesabouttheinteractivenatureoflanguage.Premise1isthatweareborntotalkandcommunicationisconsideredastheprimarypurposeoflanguage.Premise2isthatmosttalkisorganizedasconversation.Premise3isthatconversationoperatesaccordingtoacertainagreed-uponsetofcooperativerulesor“maxims”(Grice’sCooperativePrinciple).Premise4isthatonelearnshowthesecooperativemaximsarerealizedinone’snativelanguagethroughcasual,everydayconversationalinteraction.Premise5isthatonelearnshowthemaximsarerealizedinasecondlanguagethroughparticipationincooperativelystructuredinteractionalactivities.TheoryoflearningCooperativelearningadvocatesdrawonthetheoreticalworkofdevelopmentalpsychologistsJeanPiagetandLevVygotsky,bothofwhomstressthecentralroleofsocialinteractioninlearning.Aswehaveindicated,acentralpremiseofCLListhatlearnersdevelopcommunicativecompetenceinalanguagebyconversinginsociallyorpedagogicallystructuredsituations.CLLseekstodevelopclassroomsthatfostercooperationratherthancompetitioninlearning.Withincooperativesituations,individualsseekoutcomesbeneficialtothemselvesandallothergroupmembers.Itiscontrastedwithcompetitivelearninginwhichstudentsworkagainsteachothertoachieveanacademicgoalsuchasagradeof“A”.DesignObjectivesTofostercooperationratherthancompetitionTodevelopcriticalthinkingskillsTodevelopcommunicativecompetenceThesyllabusCLLdoesnotassumeanyparticularformoflanguagesyllabus,sinceactivitiesfromawidevarietyofcurriculumorientationscanbetaughtviacooperativelearning.WhatdefinesCLListhesystematicandcarefullyplanneduseofgroup-basedproceduresinteaching.Typesoflearningandteachingactivities3typesofgroupsFormalcooperativelearninggroupsInformalcooperativelearninggroupsCooperativebasegroups5keyelementsofsuccessfulgroup-basedlearningPositiveinterdependenceGroupformationIndividualaccountabilitySocialskillsStructuringandstructures3majorkindsofcooperativelearningtasksTeampracticefromcommoninput-skillsdevelopmentandmasteryoffactsJigsaw:differentiatedbutpredeterminedinput-evaluationandsynthesisoffactsandopinionsCooperativeprojects:topic/resourcesselectedbystudents-discoverylearningLearnerrolesTheprimaryroleofthelearnerisasamemberofagroupwhomustworkcollaborativelyontaskswithothergroupmembers.Learnershavetolearnteamworkskillsanddirecttheirownlearning.PairgroupingisthemosttypicalCLLformat.TeacherrolesTheroleoftheteacherinCLLdifferslargelyfromthatofteachersintraditionalteacher-frontedlesson.Theteacherhastocreateahighlystructuredandwell-organizedlearningenvironmentbysettinggoals,planningandstructuringtasks,establishingthephysicalarrangementoftheclassroom,assigningstudentstogroupsandrolesandselectingmaterialsandtime.Teachersspeaklessthaninteacher-frontedclassandtheyusuallyactasafacilitatoroflearning.Theyusuallymovearoundtheclasshelpingstudentsandgroupsasneedsarise.ProcedureThisbookprovidesanexampleofhowacollaborativewritinglessonwouldbecarriedout.Acooperativewritingandeditingpairarrangementisused.ConclusionAdvantagesProvidingopportunitiesforlearnerstodevelopsuccessfullearningandcommunicationskillsandtodevelopfriendshipwithpleasureEnhancinglearnermotivationandreducinglearnerstressDisadvantagesSomebadhabitsmayoccuramongstudents.Forexample,somestudentsdonotneedtotryhardequallybutshareothers’victory.Itplacesconsiderabledemandsonteachers,whomayhavedifficultyadaptingtothenewrolesrequiredofthem.Learnershavingdifferentlevelofproficiencymaybenefitfromthismethoddifferently.Thankyou!