合作语言教学法

CooperativeLanguageLearningContents•DefinitionofCLL•TheoreticalbackgroundofCLL•Design•ConclusionsCooperativeLanguageLearning(CLL)ispartofamoregeneralinstructionalapproachalsoknownasCollaborativeLearning(CL)Cooperativelearningisgrouplearningactivityorganizedsothatlearningisdependentonthesociallystructuredexchangeofinformationbetweenlearnersingroupsandinwhicheachlearnerisheldaccountableforhisorherownlearningandismotivatedtoincreasethelearningofothers.(OlsenandKagan1992:8)Definition•CommunicativeapproachIntheESLclassroom,CLLisseenasanextensionofCommunicationLanguageTeachingthattendstobemorelearner-centered.TheoreticalBackground•ConstructivismJohnDewey(1913)isusuallyconsideredtohavefoundedthetheoryofconstructivism;hedisapprovedofapproachesthatsawstudentssimplyasrecipientsoftheteacher’sknowledgebutfavoredmethodsthatallowedstudentsto“constructtheirownknowledgethroughexperienceandproblemsolving”(Larsen-Freeman&Anderson2011,p.151).Typesoflearningandteachingactivities•Formalcooperativelearninggroups:Theselastfromoneclassperiodtoseveralweeks.Theseareestablishedforaspecifictaskandinvolvestudentsworkingtogethertoachievesharedlearninggoals.•Informalcooperativelearninggroups:Thesearead-hocgroupsthatlastfromafewminutestoaclassperiodandareusedtofocusstudentattentionortofacilitatelearningduringdirectteaching.•Cooperativebasegroups:Thesearelongterm,lastingforatleastayearandconsistofheterogeneouslearninggroupswithstablemembershipwhoseprimarypurposeistoallowmemberstogiveeachotherthesupport,help,encouragement,andassistancetheyneedtosucceedacademically.OlsenandKagan(1992)proposethefollowingkeyelementsofsuccessfulgroup-basedlearninginCL:•Positiveinterdependence•Groupformation•Individualaccountability•Socialskills•StructuringandstructuresCoelho(1992b:132)describesthreemajorkindsofcooperativelearningtasksandtheirlearningfocus,eachofwhichhasmanyvariations.•1.Teampracticefromcommoninput–skillsdevelopmentandmasteryoffacts•2.Jigsaw:differentiatedbutpredeterminedinput–evaluationandsynthesisoffactsandopinions.•3.Cooperativeprojects:topics/resourcesselectedbystudents–discoverylearning•Three-stepinterview•Roundtable•Think-Pair-Share•Solve-Pair-Share•NumberedHeadsCooperativelearningActivitiesLearnerrolesTheprimaryroleofthelearnerisasamemberofagroupwhomustworkcollaborativelyontaskswithothergroupmembers.Learnershavetolearnteamworkskills.Learnersarealsodirectorsoftheirownlearning.Theyaretaughttoplan,monitor,andevaluatetheirownlearning,whichisviewedasacompilationoflifelonglearningskills.Thus,learningissomethingthatrequiresstudents’directandactiveinvolvementandparticipation.TeacherrolesTheroleoftheteacherinCLLdiffersfromtheroleofteachersintraditionalteacher-centeredlesson.Theteacherhastocreateahighlystructuredandwell-organizedlearningenvironmentintheclassroom,settinggoals,planningandstructuringtasks,establishingthephysicalarrangementoftheclassroom,assigningstudentstogroupsandroles,andselectingmaterialsandtime.ConclusionsAdvantages•CLLemphasizesstudent-centeredteaching.•Itmakesclassactive.•Itbenefitsstudentsfordevelopingtheircommunicativecompetencethroughsociallystructuredinteractionactivities.Disadvantages•Somequestioneditsusewithlearnersofdifferentproficiencylevels.Poorstudentsmightbehurtanddiscouragedtolearn.•Itplacesconsiderabledemandsonteachers,whomayhavedifficultyadaptingtothenewrolesrequiredofthem.