1. 3. 2. 2 Motivational perspective Slavin holds the belief that cooperative incentive structures create a situation in which the only way group mates can attain their own personal goals if the group is successful [3].This can be defined as motivational perspective, which focuses primarily on the reward or goal structures under which students operate. In order to meet their mutual goals, group mates must help their group mates to do whatever helps the group to succeed, no matter how difficulty it will be, to exert maximum efforts. In other words, rewarding groups based on group performance creates an interpersonal reward structure in which group mates will give or withhold social rein forcers in response to group mates’ task-related efforts. One intervention that uses cooperative goal structures is the group contingency, in which group rewards are given based on group mates’ behaviors. The theory underlying group contingencies does not require that group mates be able to actually help one another or work together. The fact that their outcomes are dependent on one another’s behavior is enough to motivate students to engage in behaviors which help the group to be rewarded, because the group incentive induces students to encourage goal-directed behaviors among their group mates. A substantial literature in the behavior modification tradition has found that group contingencies can be very effective at improving students’ appropriate behaviors and achievement [8].
The proven application of cooperative learning in college teaching supports the motivationalist position that group rewards are essential to the efficiency of cooperative learning. Use of group goals or group rewards enhance the achievement outcomes of cooperative learning if and only if the group rewards are based on the individual learning of all group mates. And at most time, this means that team scores are computed based on average scores on quizzes which all teammates take individually, without teammates’ help.
1. 3. 2. 3 Developmental perspective Developmental perspective is one of the widely accepted cognitive theories on cooperative learning, which holds the belief that interaction among students around appropriate tasks increases their mastery of critical concepts [6].According to Piaget, social arbitrary knowledge—language, values, morality, and symbol systems—can only be learned in interactions with others. From the developmental perspective, the effects of cooperative learning on student achievement would be largely or entirely due to the use of cooperative tasks. In this view, the opportunity for students to exchange their different viewpoints through discussion, argument, presentation with others ranks significantly with respect to student achievement. Such as Damon integrates Piagetian, Vygotskian, and Sullivanian perspectives on peer collaboration to propose a “conceptual foundation for a peer-based plan of education.”[8]
2 The models of cooperative learning
Cooperative learning in college English teaching helps students to learn a foreign language effectively, develops their sense of cooperation and raises the comprehensive quality, more exactly speaking, it contributes to stimulating students’ interest in learning, developing their sense of cooperation as well as competition, establishing close rapport with group mates so on and so forth.
2. 1 Group investigation
This method, first developed by Sharan & Sharan, was a program for organizing the teaching syllabus, where group takes on topics within a unit studied by the entire class. [9] The topics are broken into each member of every group individually and the members carry out the necessary to prepare group reports, which are presented to the class as a whole. This method will be useful in the second language classroom. Group would be given a theme to prepare and required breaking that theme into smaller topics for research and discussion. Group investigation is a highly structure method with six specific stages if implementation, which are (a)identifying the topic and organizing students into research groups; (b)planning the learning tasks;(c)carrying out the investigation;(d)preparing the final report;(e) presenting the final report; (f)evaluation [9].
2. 2 Learning together
Learning together, developed by Johnson. D.W & Johnson. R. T, is a method that students work in small groups on assignments to produce a single project. [9] All the members in the same group share ideas and views with each other and make solutions together. Students are instructed to seek help from one another before asking for the teachers’ assistance. They will be rewarded based on both individual and the overall performance of the group. There are five main types as follows : (a)specifying objectives; (b)making decision; (c)communicating the task, goal structure, and learning activity; (d)explaining the academic task; (e)monitoring and intervening; (f)evaluating and processing[9].
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