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1、廣西師范學(xué)院2016屆本科畢業(yè)論文（設(shè)計(jì)）2016屆本科畢業(yè)論文（設(shè)計(jì)）題目On Application of Cooperative Learning Method in Spoken English Teaching in Middle Schools探討合作學(xué)習(xí)法在中學(xué)英語(yǔ)口語(yǔ)教學(xué)中的應(yīng)用 系（院）名稱(chēng)外國(guó)語(yǔ)學(xué)院 專(zhuān) 業(yè) 名 稱(chēng) 英語(yǔ)專(zhuān)業(yè)學(xué) 號(hào)1203010120學(xué) 生 姓 名秦晴曉指導(dǎo)教師姓名（職稱(chēng)）胡靜芳 (副教授）教務(wù)處制二一六年五月ContentsAbstract 11. Introduction21.1 Background of research21.2 Significan
2、ce of research31.3 Organization of research32. Current situation43. Literature review53.1Research at home53.2 Research abroad64. Discussion and analysis74.1 A brief introduction of Cooperative Learning Method74.1.1 The definition of Cooperative Learning Method74.1.2 The characteristics of Cooperativ
3、e Learning Method74.2 The disadvantages of Cooperative Learning Method in spoken English Teaching84.2.1 Individual performance or learning styles84.2.2 Overly rely on the First Language84.3 The advantages of Cooperative Learning Method in spoken English teaching94.3.1 Improving students spoken Engli
4、sh ability by cooperative activities94.3.2 Cultivating students interests in an active atmosphere114.3.3 Developing students autonomy and cooperative learning.125. Suggestions125.1 For teachers135.2 For students135.3 For teaching materials145.4 Class organization156. Conclusion16References17Acknowle
5、dgement19作者簡(jiǎn)介19聲明20On Application of Cooperative Learning Method in Spoken English Teaching in Middle SchoolsEnglish major Qin Qing-xiaoAbstract: As one of the four basic language skills, English speaking plays a really significance role in English study. However, people are unsatisfied with the cur
6、rent situation of spoken English teaching in our country because the traditional English teaching methods mostly just focus on knowledge input but ignore to develop students speaking output skill especially in those under developed areas. And most students are still in a “dumb English” embarrassing
7、situation after they have been learning English for several years because they are afraid to communicate with others in English also it is difficult for them to use some simple English sentences to express themselves. Thus, teachers should be aware of the importance of spoken English teaching and ad
8、opt effective teaching method to facilitate. After doing some researchers on spoken English teaching methods, it is found that Cooperative Learning Method has a great effect on spoken English teaching in middle schools. The main goal of this paper is to introduce the definition and characteristics o
9、f Cooperative Learning Method first, then the advantages and disadvantages when applied it in spoken English teaching and some suggestions to teachers, students, materials and class organization that are about how to improve the effectiveness on spoken English teaching as well as the students spoken
10、 English ability in middle schools. Key words: junior English; cooperative learning method; spoken English teaching探討合作學(xué)習(xí)法在初中英語(yǔ)口語(yǔ)教學(xué)的應(yīng)用英語(yǔ)專(zhuān)業(yè) 秦晴曉摘 要 說(shuō)作為語(yǔ)言四項(xiàng)基本技能之一，在英語(yǔ)學(xué)習(xí)中有著重大的作用。然而，我國(guó)的英語(yǔ)口語(yǔ)教學(xué)現(xiàn)狀卻不如人意，因?yàn)閭鹘y(tǒng)的教學(xué)方法大多只注重知識(shí)的輸入，卻忽略了培養(yǎng)說(shuō)這一輸出技能，尤其在落后地區(qū)更為突出。且大多數(shù)初中生在學(xué)了幾年英語(yǔ)之后還是處于“啞巴英語(yǔ)”的尷尬狀態(tài)，他們害怕用英語(yǔ)與人交流，甚至都很難用簡(jiǎn)單的英語(yǔ)表達(dá)自己的
11、想法。因此，在英語(yǔ)教學(xué)中，教師應(yīng)意識(shí)到口語(yǔ)教學(xué)的重要性，并采用有效的教學(xué)方法來(lái)促進(jìn)英語(yǔ)口語(yǔ)教學(xué)。經(jīng)過(guò)對(duì)口語(yǔ)教學(xué)法的研究發(fā)現(xiàn)，合作學(xué)習(xí)法對(duì)初中英語(yǔ)口語(yǔ)教學(xué)有著重大的影響。本文將從合作學(xué)習(xí)法的定義、特點(diǎn)方面著手，探討合作學(xué)習(xí)法在初中英語(yǔ)口語(yǔ)教學(xué)中的優(yōu)、缺點(diǎn)，以及從老師、學(xué)生、教材、課堂管理方面給出一些建議，以提高初中英語(yǔ)口語(yǔ)教學(xué)效果，同時(shí)提高初中生的英語(yǔ)口語(yǔ)能力。關(guān)鍵詞 初中英語(yǔ);合作學(xué)習(xí)學(xué)法;英語(yǔ)口語(yǔ)教學(xué)1. Introduction1.1 Background of researchIn the rapid development of social lifes information and
12、 economic globalization today, English, as an international common language, has become increasingly prominent. And it is widely acknowledged that English is becoming more and more essential as a vehicle for communication with the outside world both for acquiring and exchanging information. The ulti
13、mate goal of foreign language teaching is to enable students to use the foreign language in work or in life (Wang Qiang, 14). In other words, teachers need to develop students communication competence when they teaching English. And spoken English is an essential communicative tool, which cannot be
14、learned well then lose its significance as a language if it is broke away from communicating with others. For this reason, spoken English teaching especially need cooperative leaning. In China, English owns a critical position in the curriculum from primary school to university. According to the new
15、 National English Curriculum for Nine- year Compulsory Education ( 2011)，the overall goals and objectives are to cultivate students comprehensive language utilization ability, and promote their mental development as well as improve their comprehensive humanistic quality. Moreover, it divides English
16、 language teaching and learning into nine competence-based levels. Level 3 to Level 5 are intended for the junior high school phase from junior 1 to junior 3. After students graduated from junior high school, they need to reach Level5 in speaking whose goals are as follow. First, students can provid
17、e information according to simple topics, express simple ideas and suggestions and take part in discussion. Second, students can communicate with others, and complete the tasks by cooperation. Third, students can make proper self-correction in oral expression. Fourth, students can ask for informatio
18、n and provide help effectively. Fifth, students can make a dialogue according to topics. Sixth, students can perform short plays in English. Seventh, students can perform natural pronunciation, intonation and appropriate tone in above spoken English activities. The specific goal is to set direction
19、to develop students spoken English ability.However, the traditional language teaching models are teacher-fronted and test-oriented. The teachers duty was mainly analyzing sentence structures, explaining grammar rules, translating the target language into Chinese, while those of students were listeni
20、ng to the teacher, analyzing the sentences, doing pattern drills, memorizing new words, listening to the tape if a tape recorder available(Jiang Yangjing，15). So the result of these traditional teaching patterns led to students low English competence. Duo to the necessity and importance of speaking
21、ability, it is urgent to apply an appropriate approach to improve the effectiveness on spoken English teaching as well as the students spoken English ability in middle schools. Therefore, cooperative learning method is recommended, which contributes a lot to effective spoken English teaching and lea
22、rning.1.2 Significance of researchIt is believed that the ability of spoken English is playing a more and more essential role in English learning. How to teach spoken English effectively has become a major issue in English application. New English curriculum advocates that English teaching shifts fr
23、om teacher-centeredness to learner-centeredness then from explanation to exploration. Also it advocates cooperative learning which can stimulate and cultivate students interest and their confidence in learning a language. Unlike the traditional language teaching methods which are teacher-fronted and
24、 test-oriented, Cooperative learning method means working together and it takes students as the center and groups as the form. It is a teaching pattern that makes the students cooperate and communicate independently to attain the aim of studywiththeteachersguiding. Spoken English communication only
25、can happen between two persons or more than two persons. Through cooperative learning, students can communicate with others, which can simulate students interests in learning spoken English and mobilize their initiative in speaking. Furthermore, students spoken English ability can be enhanced in a c
26、ooperative learning way, and make sure the efficiency and quality of spoken English teaching. It also can cultivate students learning enthusiasm in learning spoken English then make students become positive and active learners, which can build up their confidence and their teamwork consciousness tha
27、t is much needed in todays competition world. 1.3 Organization of researchThe paper is made up of six parts. Part one is the introductory part which begins with the background of the research and significance of the research then the organization of the research. Part two is about the spoken English
28、 teaching and cooperative learning method, including the current situation in spoken English teaching and the application of cooperative learning method in spoken English teaching. Part three is literature views, in which the related researchers at home and abroad are presented. Part four mainly foc
29、uses on the definition and characteristics of it and the application of cooperative learning method in spoken English teaching in middle schools, which includes two aspects: the disadvantages and advantages of cooperative learning method in spoken English teaching in middle schools. Part five is abo
30、ut giving suggestions to promote the effectiveness of students English spoken acquisition, which are from the perspective of teachers, students, teaching materials and class organization. The final part comes to conclusion. It concludes that cooperative learning method has a great impact on spoken E
31、nglish teaching in middle schools.2. Current situationUnder the pressure of junior high school entrance examination, English teaching gets to a wrong way which only pursuits high sores while the teaching of students spoken English is ignored. Teachers and students pay much more attention to how to g
32、et high scores but less attention to promoting comprehensive ability in language use. Some students feel it is really boring to study English because what they have to do just taking notes, repeating, memorizing and finishing the exercises that teachers ask them to do. And it seems no use for them t
33、o learning English for many years because they cannot communicate with foreigners with simple conversations in English. It is seen that students just study in a passive way without an environment of speaking English. After English curriculum reform, spoken English teaching was got much attention, an
34、d a lot of new teaching methods were proposed which intended to improve students ability of using language. And cooperative learning has gained a considerable attention in language teaching. However, there is a big gap between what teachers know what they should do and what they actually do. Even th
35、ough teachers apply cooperative learning in activities, a little achievement is got. They may meet with some difficulties. First of all, the cooperative learning lasts too long or cannot last long enough as they designed before. It is hard for teachers to organize the activities in big class under c
36、ontrol of limited time, and it is easily lose balance when conducted activities. Moreover, a lot of activities are form-oriented but cannot provide the real opportunities for students to practice language and it will waste the time both teachers and students. Besides, other factors of students such
37、as lack of the initiative and dependent in cooperative activities may lead to the inefficiency of cooperative learning, also some affective factors such as lacking of interest, self-confidence, anxiety of being worried about making mistakes can make great contribution to the failure of activities. T
38、hus, it is necessary to apply cooperative learning method appropriately to improve the effectiveness of spoken English teaching and learning.3. Literature review3.1 Previous research at homeSince the introducing of cooperative learning theory into China in the late 1980s(Lv Huanliang，61), thorough s
39、tudies have been done. English curriculum standard advocated task-based teaching method, which emphasizies on under the direction of teachers, students could complete the tasks by utilizing language, and they also could achieve the goals by perceiving, experiencing, practicing and cooperating. So a
40、lot of attention was paid to cooperative learning. Now it has been widely implement in English teaching, and also became a kind of essential innovation and the actual effect in teaching theory and strategy. Wang sheng, Jiang song (2008) proposed that cooperative learning is a teaching method which s
41、tudents worked together in order to achieve the same goal. And it used heterogeneouscooperativelearning as the basic form, made full use of the interaction of dynamic factors in teaching to foster students leaning, and theevaluation criterionwas groups scores. Miu Shan pointed out that creating a ha
42、rmonious learning atmosphere, using appropriate methods to deal with errors and changing the cooperative partners could promote the effectiveness of cooperative learning in spoken English. Jiang xiaoling(2011) by doing questionnaire survey, individual interviewing, individual analyzing and the exper
43、ience of class teaching to prove that why cooperative was so important in spoken English learning was that through cooperative activities, students could practice English with others and expose to English constantly, which would improve students spoken English ability and build up their confidence i
44、n speaking English. Du heng(2013) proposed that by setting up communicative situation could stimulate the students interest in spoken English learning and improve the efficiency by seizing cooperative opportunities. Fu ruiping(2015) considered some problems in group work learning and analyzed the el
45、ements of successful group cooperative learning which were the reasonable of designing tasks, proper of organizing groups and formed appropriate operationmechanisms of cooperation. Also it was necessary for teachers to possess a higher level of class organization and management ability which could m
46、onitor, interfere and give feedback to group cooperative activities. It is seen that even though cooperative learning method was introduced into China, but a lot of researchers try their best to develop it in order to apply it effectively under the conditions of China. They not only favor the signif
47、icant impact of cooperative learning but also conclude some problems and give suggestions to improve the implement of it.3.2 Previous research abroadCooperative Learning also known as Collaborative Learning (CL). Cooperative learning is an method to teaching that makes maximum use of cooperative act
48、ivities which involves pairs and small groups of learners in the classroom. The early twentieth century U.S. educator John Dewey was believed that promoting the opinion of putting cooperation in learning into regular classrooms on a regular and systematic basis. It was not until the 1970s that the s
49、ystematic science study on implementing cooperative learning into class started. Dodge, a distinguished psychologist, came up with the theory of target structure about competition and cooperation which built an significant theoretical foundation for the classroom cooperation and ultimately resulted
50、in the rise of the modem cooperative learning research boom in the early 1970s (Dodge, 1973). And it has been conducted in different subjects, such as mathematics, writing, and the physical sciences and so on. But many researchers stared to pay their attention on how to apply cooperative learning in
51、 second language teaching, and it became popular until the late 1990s. McGroarty (1993) pointed out that the cooperative classroom was really suitable for the second language learners because it allows them to communicate, cooperate, problem-solve, and think critically. Slavin (1995) conducted his c
52、lassroom research on academic achievement in elementary and secondary schools, and Slavin conducted 99 comparisons of cooperative learning and other controlled groups. The research showed that the overall effects of cooperative learning achievement were obviously positive for the reason is that 63 o
53、f comparisons significantly supported cooperative learning and only 5 comparisons significantly favored the controlled group. Nunan(2001) thought that language communication was acquired by cooperation, and the two communicative sides through meaningful negotiation to achieve communicative aims. Ur
54、(2011) said that the specific form of cooperative learning was group work learning and it could provide more opportunities for students to practice and use language when applied group work learning method in foreign language classroom teaching. William Littlewood believed that group work has become
55、a major component of the modern teachers methodology for developing skills, and considered some of the challenges occurred in communication-oriented group work then gave some strategies for implementing group work successfully. Ping Wei, Yu Tang through using cooperative learning method in English c
56、lass of junior high school, which included theory analysis and experiment. They found that the application of cooperative learning method could allow students to have more opportunities to study passionately and actively, cooperate and communicate with others also develop students capability of inte
57、grating what they have acquired to use in real situation during the learning procedure. And the author also gave some suggestions to improve the application of cooperative learning method. According to these studies, we can conclude that cooperative learning can make a great effectiveness as well as
58、 contribution to gain spoken English competence and it is valuable to apply cooperative learning method to spoken English teaching.4. Discussion and analysis4.1 A brief introduction of Cooperative Learning Method4.1.1 The definition of Cooperative Learning MethodDavid W. Johnson and Roger T. Johnson
59、 (1999) hold that cooperative learning was a learning model which made use of groups to encourage students to work with others as to maximize his own and group members learning. Unlike competitive learning and individual learning，students were studying together to attain common objectives in coopera
60、tive learning. Slavin (1995), defined cooperative learning as a classroom teaching approach which students were engaged in learning activities and the reward or approval would be given depending on the whole group performance. Wang Tan (2002,32), a professor of Shandong Institute of Education Scienc
61、e said that “cooperative learning was a basic form of heterogeneous learning group, used to enhance students learning achievement and group results depended on the evaluation criteria and achieved teaching goals for common teaching activities”. Wu Guannan (2013) said students encourage each other to
62、 work hard in cooperative learning. They are expected to help，discuss and argue with each other so as to complete their common assignment.4.1.2 The characteristics of Cooperative Learning Method First, students are the center of learning. Cooperative learning method takes students as the center and
63、group work as the major form. The major tasks of students are different from those traditional teaching approaches from which students just listen to the teacher and take notes then finish the exercises instead they have more opportunities to speak in English with others. Cooperative learning method
64、 classroom completely transforms the traditional education, which is from teacher-centeredness to student-centeredness. And the roles of the teacher are shifting from a controller to an organizer, from an instructor to a facilitator and the status of students will be fully developed. Second, coopera
65、tive learning method emphasizes on cooperation and face to face interaction. Cooperative learning means working together, thus cooperation plays a very important role in cooperative activities and face to face motivate interaction will happen. Generally speaking, the whole class will be divided into several groups, and each group gets 4-6 members. Every student in a group owns his or her role. If students want to complete tasks success
英語(yǔ)專(zhuān)業(yè)畢業(yè)論文：合作學(xué)習(xí)法在中學(xué)英語(yǔ)口語(yǔ)教學(xué)中的應(yīng)用.docx
