李少敏论文

李少敏论文 The Application of Cooperative Learning to Task- Based Teaching 李少敏 Abstract This paper tries to introduce the theory of Cooperative Learning and its application to Task-Based Teaching in senior English teaching. Firstly, it elaborates the definitions of Task-Based Language Teaching and Cooperative Learning as well as their connections. Secondly, it clarifies three principles of forming cooperative learning group. Thirdly, it introduces how to organize the activities of cooperative learning and how to help the students to accomplish the tasks both in English classes and outside English classes. Fourthly, it summarizes four advantages of cooperative learning in English teaching. Finally, it points out four aspects to which we should pay attention in cooperative learning. Above all, Cooperative Learning is favorable for the students to take part in the activities of language learning. The traditional teacher-centered instruction method is disadvantageous, while cooperative learning is regarded as a better way to make up for the weakness. It plays an important part in English teaching and learning. Key words: cooperative learning; group; task; activity; discussion Introduction stIn the 21 century, science, technology and economy are developing more and more rapidly. Global communication and cooperation is becoming more and more frequently. Cooperative consciousness and skills are needed in every field. Cooperation is more important than knowledge. So education should be not only based on teaching students how to learn, but also develop their cooperative skills. In the traditional approach to English teaching, most of the class time is spent on the teacher’s instructing and the students’ watching, listening and writing. Students work individually on assignments. Such teacher-centered instruction methods often make the students become passive receivers of knowledge. These methods are not useful for the students to take an active part in learning. And they cannot help to develop their cooperative consciousness and skills. 1 In order to solve the problem, it is important for us to change the students’ ways of learning. English teaching should develop the students’ cooperative skills. The says, “English course proposes New Senior English Course Standard ‘Task-based Language Teaching’. Under the teachers’ supervising, the students can accomplish the tasks by means of observing, practicing, participating and cooperating.” In this case, the introduction of “cooperative learning” which is good for carrying out a thorough linguistic activity makes up for the embarrassment of teacher-centered instruction methods and surely plays an important part in English classes. The students can accomplish the study tasks by cooperating, and improve their ability of using language. Chapter 1 Task-based Language Teaching and Cooperative Learning 1.1 Task-based language teaching “Task” refers to a range of work plans which have the overall purpose of facilitating language learning—from the simple and brief exercise type, to more complex and lengthy activities such as group problem-solving or simulations and decision making (Breen 1987: 23). The task should focus on a communicative problem which is related with and close to the learners’ real life and learning experience so that it will interest and motivate them to participate actively and be involved in class. That is to say the students can solve problems and accomplish tasks by taking part in different activities of listening, speaking, reading and writing in English. And at last, their skills are developed. In every English class, the designing of tasks should be based on the students’ ability. Appropriate cooperative tasks stimulate students to high-level thinking and help English learners develop the language skills. They not only learn much more effectively, but also gain valuable thinking and communication skills that will stand them in good stead in their lives outside school. 1.2 Cooperative learning Cooperative learning, which emerged in 1970s in America, was first introduced and carried out by David Koonts. Cooperative learning is a structured, systematic instructional strategy in which small groups work together toward a common goal. Cooperation is working together to accomplish shared goals. Within cooperative activities individuals seek outcomes that are beneficial to themselves and beneficial to all other group members. Cooperative learning is the instructional use of small 2 groups so that students work together to maximize their own and each other’s learning. This idea is simple: class members are organized into small groups after receiving instruction from the teacher. They then work through the assignment until all group members successfully understand and complete it. While accomplishing the assignment, the students are supervised by the teacher. Clear instructions, goals, and time lines for group activities are essential to successful cooperative learning. It is also important that each member has a specific function within the group: recorder, reporter, monitor, observer and so on. Roles should be changed frequently, so that group members have opportunity to practice new roles, and should be designed to fit the group’s particular tasks. Chapter 2 the Principles of Forming Cooperative Learning Groups There are many ways to form cooperative learning groups in which the students can study freely and actively, and also support and help each other. For example, the teacher can design different tasks for the students, and they can choose their favorite task. Those who choose the same task can form a group. Sometimes the group can keep for a long time. Sometimes it will be temporary. Generally speaking, cooperative learning group can be divided according to the following principles: 1) according to the students’ characteristic; 2) according to the difficulty of the task; and 3) according to the students’ interpersonal relationships. 2.1 According to the students’ characteristic Because the students are different in age, sex, ability, family background, character etc., the teacher can compare all of these carefully, and decide how to help the students to form their groups. If all the group members cooperate very unhappily, or have too many different opinions, even always argue in the discussion, it will be disadvantageous for the students to work together. And it will lower the efficiency of study. 2.2 According to the difficulty of the task Because the topic and difficulty of the task are different, the students can form their groups according to their wish. Not only the students of the same English level, but also the students of different English levels can form a group. The most important thing is that every one should benefit and learn from each other. 3 2.3 According to the students’ interpersonal relationships Every student has their good friends in the same class. So if they study with their good friends, they will communicate with each other easier. Good interpersonal relationship can make the discussion more comfortable and natural. It is beneficial for the group to reach agreement. And the effect may be better. Chapter 3 Organizing Cooperative Learning in Task-based Teaching English study is a process of mastering a language. To mater a language, it is necessary for the students to communicate with others in English and accomplish a real task. And cooperative learning is an effective method. But this method may be not fit for every class. Not all the tasks must be accomplished by cooperation. Teachers should pay attention to this question: when to organize cooperative learning? According to the content of courses, teachers can choose some proper and effective time, and assign the tasks for all the groups. So the students will have a clear goal and take an active part in cooperation. Finally they can find that they have learned a lot and feel very happy. During the whole process, the teachers should join in the students’ discussion as a helper, a guider and a question answerer. 3.1 Group work in English classes 3.1.1 In listening and speaking classes In the traditional listening classes, the teachers usually ask the students to complete all the exercises by themselves after listening to a conversation or monologue, and then report their answers. In this kind of classes, students will be less active and feel very tired and bored. Of course, the effect is bad. As a matter of fact, we can have listening and speaking classes at the same time. According to the content of teaching materials, teachers can design some tasks that originate from our life and create a real language environment for the students. So the students can solve these real problems by cooperation. In this kind of classes, the atmosphere is lively, and the students feel more interested and less tired. The effect is better. For instance, when we teach the module of British and American English, teachers can ask the students to distinguish these two kinds of English. Then the students can listen to the recorded material, and discuss what they have heard and write down the answers. At last, every group can choose a student to report their result. 4 3.1.2 In reading classes Generally speaking, the students’ reading comprehension should be developed in reading classes. But the ability and level of every student are different. After reading a passage, the students may have different opinions on what the passage tells us, why the writer writes this article, what will be the ending of the story and so on. By group discussion, every student can voice their ideas and exchange their opinions freely. This is a good chance for the students to understand the passage from different aspects. Then their ability of enterprising ideology is improved. For example, after reading the passage of The Internet, teachers can ask the students a question: What are the advantages and disadvantages of the Internet? The students can discuss the question in their group. Because most of them are familiar with the Internet, they can tell as much as they know and communicate as freely as possible. Then the answers will be more comprehensive. 3.1.3 In writing classes Students are usually afraid of writing English articles, because most of them cannot express themselves freely and often write in “Chinglish”. Especially for those who are very poor in writing, they can hardly write a good and grammatically correct English sentence. It is difficult for them to write independently. So in writing classes, group work is good for the students to learn from each other to make up deficiencies. For example, when we ask the students to write an article on Should Part-time ? Firstly, we can offer a short reading material about Job Be Encouraged part-time job for the students. They can get some useful information in the passage. But it is not enough. They should find more information to support their argument. During this period, every student can have opportunities to state their opinions; even the poor students are encouraged to open their mouths. Then a student can mark down all the useful information. Finally, an article is finished. After that, every group member can take turns reading their article and correcting the mistakes. By doing this, every member’s writing skills can be improved gradually. 3.2 Group work outside English classes 3.2.1 In English debating competition Debating competition provides a good opportunity for the students to improve their spoken English. What’s more, they should have high cooperative spirit in order to succeed in the competition. Preparation 5 is very important before the competition. At first, we should decide a good topic. The topic should be popular, interesting and closely related to our life. Then the students can choose their side. Both sides should have at least one or two leaders to organize other members to collect information. Every member has different task. After collecting information, the competition is ready. Every member should be familiar with all the information to support their argument. During the process of the debate, cooperation is also very important for both sides. Besides, the words they use must be proper. The better they prepare and cooperate, the better they will perform. 3.2.2 During the work of studying a subject The process of studying a subject consists of three stages: planning, carrying out the program and reporting. In every stage, the teacher works as a supervisor, but can not decide for the students. They should complete all the tasks through cooperation. During the teamwork, both similarities and differences are allowable. But every member must know his/ her own task. If not, they may do lots of useless work. It’s a waste of time, money and energy. We can find the importance of cooperative learning and the task of every member according to the following example of planning form. Planning Form Group Leader(s) Hu Xin, Zhu Wei Yan Haiyan Liang Qian Su Chenxi Group Members Zeng Yong Chen Yunxia Sheng Li Theme The Advertisement in Our Everyday Life Every one played an important part in the project. The cooperation is very successful. The report is written Anticipated in English and the vocabulary is very rich. It gives Project Result a good introduction to the application of advertisements in our life. In the form of Report 6 Project Progress Step Task Result Time line Person in Charge To form a Everyone was very Yan Haiyan & group, interested in the Liangqian collect work out project and could information about the plan, tell our opinions March 1, 2006- 1 advertisements on TV assign the freely. March 31, 2006 and Internet; task, and complete Su Chenxi & Zeng Yong some forms collect information The group members in newspapers and took an active part magazines; in carrying out the To carry program and April 1, 2006- Chen Yunxia & 2 out the collect much April 30, 2006 Shengli collect program useful information in the information. We street, cinema, shop all worked etc; together happily. The report is Hu Xin & Zhu Wei To sort out written in English organize the all the and the vocabulary discussion, sort out informatiois very rich. It the information and n and May 1, 2006- 3 gives a good materials, fill in materials May 31,2006 introduction to some forms and and work the application of complete the out the advertisements in repoprt. report our life. Chapter 4 The Advantages of Cooperative Learning Cooperative learning offers teacher ways to respond to students who represent a wide range of abilities. It provides a structure for providing content support for students of different English levels. It gives students opportunities to learn from one another rather than receiving information from the teacher or text alone. Surveys show that cooperative learning is welcomed by most of the teachers and students. And its application both in class and outside class also shows that there are many advantages of cooperative learning. 7 Firstly, cooperative learning is more favorable for the students to express their ideas and listen to other members’ opinions. They can improve their communicative skills in this way. Secondly, cooperative learning can strengthen the students’ responsibility. They are not only enthusiastic about learning English, but also care about other students’ progress. And it can develop the students’ confidence, interpersonal relationship and organizational skills. Thirdly, the relationship between teacher and students becomes closer during the process of cooperation. The teacher plays the roles of organizer, guide and cooperator. When using the traditional teacher-centered instruction method, a teacher cannot face and help all the students in one class at the same time. But cooperative learning can solve this problem. Every group member would like to help and learn from each other. Finally, cooperative learning is an effective strategy which can make up for the weakness of other teaching approaches. The teacher will become more enthusiastic and pay closer attention to the students’ creative ability and the efficiency of study. Chapter 5 Some Aspects to Which We Should Pay Attention in Cooperative Learning Firstly, both independent and cooperative methods are important. Cooperative learning should be based on individual work. Every student should first think independently and has his/her own opinion. Then they can share their ideas with the rest of the group members and solve the problems together. By doing this, we can avoid the situation that only good students can express their ideas and do most of the work, but the poor students do not have any chance to work in the group. Secondly, the topic of discussion should be valuable, and the task should be authentic. Cooperative learning is very useful, but we should arrange it carefully. The task ought to be valuable and the difficulty of it should be proper —— not too easy and not too difficult. If the task of cooperation is boring and not necessary, the students will lose interest. What’s worse, they may chat with other members in class. Thirdly, the discussion shouldn’t last for too short or too long. The teacher should control the process of discussion properly. If the discussion is too short, the task won’t be accomplished successfully. If the discussion is too long, it will be a waste of time. 8 Finally, students should know several basic cooperative techniques. The teacher is expected to be a designer and supervisor of cooperative learning, and teach the students several basic cooperative techniques. Students need to be taught procedures and given practice opportunities for arranging the classroom space, moving quietly into groups, responding to teacher’s signals for attention. It is important for the students to receive explicit instruction and regular practice in the interpersonal skills that include: teamwork, support, acceptance of differences, active and reflective listening positive feedback, reach consensus coaching and tutoring others. Conclusion Cooperative learning encourages students to take a much more active role in learning English than when they were expected to be relatively passive recipients of language information transmitted by teacher and textbook. In addition, cooperative methods create a good group dynamic in class where students of different abilities are provided with more opportunities to practice English. Such a positive atmosphere can potentially benefit both the teacher and students in many ways. For instance, all students are willing to try to use what they have learned. Even those who are not personally interacting at a given moment will be more likely to take notice of and learn from their classmates’ speech as well as the teacher’s feedback. Moreover, both introvert and extrovert learners will feel more confident and participate fully in the class. In addition, the teacher will have enough self-confidence to welcome students’ questions about language and will be willing to learn from students as well as expecting them to learn from him/ her. In the current Chinese educational setting, research and implementation of cooperative learning should be of great significance to foreign language teaching as many cooperative learning methods are effective and can play an important role in changing teachers’ attitudes towards education. English teaching should mean more than just getting students to understand the language structure. It has a more important role: teaching social skills and cultivating students’ communication abilities so that our students can become more creative and cooperative and develop multi-skills and fine qualities which are essential to their further life and career. 9 References 宋雪东编， 2001，《合作学习在课堂教学中的有效应用》， 辽宁师范大学学报。 高艳编，2001，《合作学习的分类、研究与课堂应用初探》，教育评论。 鲁子问编著，2004，《中小学英语真实任务教学实践论》，外语教学与研究出版社。 王蔷主编，2001， A Course in English Language Teaching，高等教育出版社。 Thomas L. Good , Jere E. Bropyh 著，王风等译， Looking in Classrooms ，中国轻工业出版社。 10