《cooperativelanguagelearning合作学习语言法资料》由会员分享，可在线阅读，更多相关《cooperativelanguagelearning合作学习语言法资料（20页珍藏版）》请在金锄头文库上搜索。
1、Cooperative Language Learning,Zhang Kun,Background,Cooperative Language Learning(CLL) is part of a more general instructional approach also known as Collaborative Learning(CL). Cooperative Learning is an approach to teaching that makes maximum use of cooperative activities involving pairs and small
2、groups of learners in the classroom.,Traditional models of classroom learning are teacher-fronted, foster competition rather than cooperation, and favor majority students. CLL has been embraced as a way of promoting communicative interaction in the classroom and is seen as an extension of the princi
3、ples of Communicative Language Teaching. It is learner-centered.,Approach,Theory of language Cooperative Language Learning is founded on 5 basic premises about the interactive nature of language. Premise 1 is that we are born to talk and communication is considered as the primary purpose of language
4、.,Premise 2 is that most talk is organized as conversation. Premise 3 is that conversation operates according to a certain agreed-upon set of cooperative rules or “maxims”(Grices Cooperative Principle). Premise 4 is that one learns how these cooperative maxims are realized in ones native language th
5、rough casual, everyday conversational interaction.,Premise 5 is that one learns how the maxims are realized in a second language through participation in cooperatively structured interactional activities.,Theory of learning Cooperative learning advocates draw on the theoretical work of developmental
6、 psychologists Jean Piaget and Lev Vygotsky, both of whom stress the central role of social interaction in learning. As we have indicated, a central premise of CLL is that learners develop communicative competence in a language by conversing in socially or pedagogically structured situations.,CLL se
7、eks to develop classrooms that foster cooperation rather than competition in learning. Within cooperative situations, individuals seek outcomes beneficial to themselves and all other group members. It is contrasted with competitive learning in which students work against each other to achieve an aca
8、demic goal such as a grade of “A”.,Design,Objectives To foster cooperation rather than competition To develop critical thinking skills To develop communicative competence,The syllabus CLL does not assume any particular form of language syllabus, since activities from a wide variety of curriculum ori
9、entations can be taught via cooperative learning. What defines CLL is the systematic and carefully planned use of group-based procedures in teaching.,Types of learning and teaching activities 3 types of groups Formal cooperative learning groups Informal cooperative learning groups Cooperative base g
10、roups,5 key elements of successful group-based learning Positive interdependence Group formation Individual accountability Social skills Structuring and structures,3 major kinds of cooperative learning tasks Team practice from common input-skills development and mastery of facts Jigsaw: differentiat
11、ed but predetermined input-evaluation and synthesis of facts and opinions Cooperative projects: topic/resources selected by students-discovery learning,Learner roles The primary role of the learner is as a member of a group who must work collaboratively on tasks with other group members. Learners ha
12、ve to learn teamwork skills and direct their own learning. Pair grouping is the most typical CLL format.,Teacher roles The role of the teacher in CLL differs largely from that of teachers in traditional teacher-fronted lesson. The teacher has to create a highly structured and well-organized learning
13、 environment by setting goals, planning and structuring tasks, establishing the physical arrangement of the classroom, assigning students to groups and roles and selecting materials and time.,Teachers speak less than in teacher-fronted class and they usually act as a facilitator of learning. They us
14、ually move around the class helping students and groups as needs arise.,Procedure,This book provides an example of how a collaborative writing lesson would be carried out. A cooperative writing and editing pair arrangement is used.,Conclusion,Advantages Providing opportunities for learners to develo
15、p successful learning and communication skills and to develop friendship with pleasure Enhancing learner motivation and reducing learner stress,Disadvantages Some bad habits may occur among students. For example, some students do not need to try hard equally but share others victory. It places considerable demands on teachers, who may have difficulty adapting to the new roles required of them. Learners having different level of proficiency may benefit from this method differently.,Thank you!,
