5. 1. 3 Low efficiency
Some groups are arranged at random without knowing the difference between individuals. Some groups gloom, some active, some perform well, some behave poor. This leads to low efficiency of the performance. And there may be disorders in discussion. Since the tasks have not been clarified, some students are unaware of what they should do, not to mention what they can learn from each other.
5. 2 Suggestions
Some suggestions are put forward by the author with the purpose that these suugetions will make a way for the effective practice of cooperative learning in college English teaching.
5. 2. 1 Teachers’ ability
In order to reduce the chaos, three strategies are suggested below:
First, teachers should make sure students have a good understanding of cooperative learning. Before cooperative learning is conducted, students should know the definition, characteristics, purpose and rules of cooperative learning. The greatest mistake teachers have made in initiating cooperative learning is failing to prepare the learners for the new approach. Teachers should make awareness of the students to know the sense of cooperative learning that is not criticizing but helping each other. In this way, a sense of community will be built. If students can see the primary goal of cooperative learning as that of maintaining group harmony, rather than disrupting it, students will more likely be able to overcome this reluctance.
Second, teachers should shift their authority to group leaders. Since each group has its assigned leader, who naturally should take responsibility for members’ concerns and needs and watching students’ doing activities in groups and giving timely warnings of not violating the rules of cooperative learning. Thus, the classroom will be organized in order.
Third, teachers should figure out positive chaos in cooperative learning. Learners should get to know how to show their ideas, listen to others’ opinion, cooperate with others and communicate with others. But this takes time. A wise teacher should have patience to understand this kind of chaos, and endure it. The value of cooperative learning is to provide an opportunity for learners to explore learning method, although it takes more time than teachers can tell them about it.
5. 2. 2 A longer time
In order to increase validity, the time of the experiment had better be lengthened. Only with a longer time, maybe one or two years, can the outcomes be valid and persuasive. At the same time, teachers should guide the students accordingly to their reaction so that they will feel that they have a communication not only with their fellows but teachers [15].
5. 2. 3 Teachers’ awareness
The teachers should have the awareness of the difference among the students [15].Students should be divided up into several groups in line with their various characteristics and personalities, so that the gap between students will be shortened for mutual help. Furthermore, teachers have to notice the progress the students have made, give them praises and help in time, so that the efficiency of cooperative learning among the students will be raised.
Conclusion
Cooperative learning, as an offshoot communicative language teaching, is based on the latest development of linguistics and psychology. It plays an important role in the second language acquisition from the proven experiments. As language pedagogy, it takes in the merits of communicative skills. The main theories of cooperative learning pave a way for its establishment, while the practicing methods vivify its vitality [13]. This paper demonstrates the appropriateness of cooperative learning based on concrete examples, which embodies basic language skills. From the above analysis, we have known its benefits to English learning, but we should not let the potential problems blind our eyes. Realizing the existent problems and finding a right way to better the principle of cooperative learning become a requisite for language learners.
This paper provides a way for how to improve college English teaching more effectively, which simultaneously improves the class learning atmosphere. Additionally, the correct guidance of the principle of cooperative learning will cultivate students’ sense of cooperation and competition, which in return strengthens the teaching quality and efficiency and contributes to the relationship among teachers and students.
References
[1] Jacob,L. Context and Opportunity for Acquiring Academe in English[J].TESOL Quarterly,1996:45.
[2] MaRong. A Review of Research on Cooperative Learning[M].Shanghai:Foreign Language Teaching and Research Press,2003:20.
[3] 王丽.合作学习及在大学英语教学中的应用[J].内蒙古师范学报,2006,(9):99-100.
[4] 郑素华.合作性学习策略在大学英语教学中的应用[J].山西师报,2006,(9):159.
[5] 张修海.合作学习在大学英语教学中的应用前景[J].锦州医学院学报,2006,(2):91-92.
[6] 晋刚,陈蓉蓉.合作学习理论与大学英语教学[J].外语教学,2006,(12):148.转贴于 酷文网-论文下载中心 http://www.coolwen.net
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