16-Cooperative-Language-Learning合作学习语言法

16CooperativeLearningBackground▪CooperativeLanguagelearning(CLL)ispartofamoregeneralinstructionalapproachalsoknownasCollaborativeLearning(CL)▪CLLisanapproachtoteachingthatmakesmaximumuseofcooperativeactivitiesinvolvingpairsandsmallgroupsoflearnersintheclassroom:▪CLLisagrouplearningactivityorganizedsothatlearningisdependentonthesociallystructuredexchangeofinformationbetweenlearnersingroupsandinwhicheachlearnerisheldaccountableforhisorherownlearningandismotivatedtoincreasethelearningofothers.Background▪Hundredsofyearsago:peer-tutoringandpeer-monitoring▪Early20thcenturyUSeducatorJohnDewey:promotingtheideaofbuildingcooperationinlearningintoregularclassroomsonaregularandsystematicbasis.▪Inthe1960sand1970s:moregenerallypromotedanddevelopedinUSasaresponsetotheforcedintegrationofpublicschoolsandhasbeensubstantiallyrefinedanddevelopedsincethen.JohnDewey(October20,1859–June1,1952)wasanAmericanphilosopher,psychologist,Georgist,andeducationalreformerwhoseideashavebeeninfluentialineducationandsocialreform.Deweyisoneoftheprimaryfiguresassociatedwiththephilosophyofpragmatismandisconsideredoneofthefathersoffunctionalpsychology.Hewasamajoreducationalreformerforthe20thcentury.Knownforhisadvocacyofdemocracy,Deweyconsideredtwofundamentalelements—schoolsandcivilsociety—tobemajortopicsneedingattentionandreconstruction.Deweyassertedthatcompletedemocracywastobeobtainednotjustbyextendingvotingrightsbutalsobyensuringthatthereexistsafullyformedpublicopinion,accomplishedbycommunicationamongcitizens,experts,andpoliticians,withthelatterbeingaccountableforthepoliciestheyadopt.In1919,whiletravelinginJapanonsabbaticalleave(学术假),DeweywasinvitedbyPekingUniversitytovisitChina,probablyatthebehestofhisformerstudents,HuShih(胡适)andChiangMonlin(蒋梦麟).DeweyandhiswifeAlicearrivedinShanghaionApril30,1919,justdaysbeforestudentdemonstratorstooktothestreetsofPekingtoprotestthedecisionoftheAlliesinParistocedetheGermanheldterritoriesinShandongprovincetoJapan.TheirdemonstrationsonMayFourthexcitedandenergizedDewey,andheendedupstayinginChinafortwoyears,leavinginJuly1921.Inthesetwoyears,Deweygavenearly200lecturestoChineseaudiences.Hundredsandsometimesthousandsofpeopleattendedthelectures,whichwereinterpretedbyHuShih.Dewey'sbiggestimpact,however,wasontheforcesforprogressiveeducationinChina,suchasHuShihandChiangMonlin,whohadstudiedwithhim,andTaoXingzhi,whohadstudiedatTeachersCollege,ColumbiaUniversity.Background▪Educators’Beliefs:▪Educatorswereconcernedthattraditionalmodelsofclassroomlearningwereteacher-fronted,fosteredcompetitionratherthancooperation,andfavoredmajoritystudents.Theybelievedthatminoritystudentsmightfallbehindhigher-achievingstudentsinthiskindoflearningenvironment.Approach:Theoryoflanguage▪CLLisfoundedonsomebasicpremisesabouttheinteractive/cooperativenatureofL&LLandbuildsontheminseveralways.▪P1mirrorsthetitleofabookonchildlanguageBorntotalk:allnormalchildrengrowingupinanormalenvironmentlearntotalk.Weareborntotalk…havingbeprogrammedtotalk…communicationisgenerallyconsideredtobetheprimarypurposeoflanguage.Approach:Theoryoflanguage▪P2isthatmosttalk/speechisorganizedasconversation.Humanbeingsspendalargepartoftheirlivesengaginginconversationandformostofthemconversationisamongtheirmostsignificantandengrossingactivities.▪P3isthatconversationoperatesaccordingtoacertainagreeduponsetofcooperativerulesor“maxims”.Approach:Theoryoflanguage▪P4isthatonelearnshowthesecooperativemaximsarerealizedinone’snativelanguagethroughcasual,everydayconversationalinteraction.▪P5isthatonelearnshowthemaximsarerealizedinasecondlanguagethroughparticipationincooperativelystructuredinteractionalactivities.cooperativeprincipleApproach:Theoryoflanguage▪PracticesthatattempttoorganizeL2learningaccordingtothesepremisesarejointlylabeledCLL.Initsapplications,CLLisusedtosupportbothstructuralandfunctionalmodelsaswellasinteractionalmodelsoflanguage,forCLLactivitiesmaybeusedtofocusonLformaswellastopracticeparticularlanguagefunctions.Approach:Theoryoflearning▪CLLdrawsheavilyonthetheoreticalworkofdevelopmentalpsychologistsPiagetandVygotskywhostressthecentralroleofsocialinteractioninlearning.▪AcentralpremiseofCLListhatLsdevelopcommunicativecompetenceinalanguagebyconversinginsociallyorpedagogicallystructuredsituations.Approach:Theoryoflearning▪CLLadvocateshaveproposedcertaininteractivestructuresthatareconsideredoptimalforlearningtheappropriaterulesandpracticesinconversinginanewlanguage▪CLLseekstodevelopLs’criticalthinkingskills,whichareseenascentraltolearningofanysort.Somecooperativeactivitiesarebuiltonthematrixthatencourageslearnerstoaskandrespondtoadeeperarrayofalternativequestiontypes.Approach:Theoryoflearning▪CLLseekstodevelopclassroomsthatfostercooperationratherthancompetitioninlearningwiththefollowingbenefits:▪SSworkingtogethertoaccomplishsharedgoals,tomaximizetheirownandeachother’slearning,andtoseekoutcomesbeneficialtoallthegroupmembers.Approach:Theoryoflearning▪CLLinL2teachingofferssixadvantagesforESLssinclassroom:▪IncreasedfrequencyandvarietyofL2practicethroughdifferenttypesofinteraction▪P