A Research on the Application of Cooperative Learning Strategies in the Teaching of College Comprehensive English
|School||North China Electric Power University|
|Course||English Language and Literature|
|Keywords||Comprehensive English teaching Cooperative Learning effectivestrategies Dynamic Grouping Static Grouping|
Among the various courses, Comprehensive English has been an essential one throughout the whole process of college English teaching in China. Exploring feasible and effective teaching methods in Comprehensive English class has become the focus of all English teachers in their continuous research as well as practice.This research applied Cooperative Learning theory to the college English teaching of non-English majors in China. In the first few parts of the thesis, the theoretical basis, basic elements and specific methods of Cooperative Learning were explained in detail. Then these details were put into practice in the college English classroom, and an explorative experiment of implementing Cooperative Learning in college English teaching was carried out. The researcher selected40freshmen of non-English major as the subjects of the experiment. The whole experiment lasted for4months. In the process of the experiment, three language tests, questionnaire investigation and two interviews were conducted. Students’academic achievement, English learning interest and attitude toward Cooperative Learning were examined extensively through these instruments.After the experiment, the collected data were analyzed specifically through using knowledge and data analysis methods of statistics in this thesis. Based on the results of data analysis, it could be concluded that Cooperative Learning had positive effect on college students’Comprehensive English learning. It had enhanced students’ academic scores, learning interest and abilities. Among the basic elements of Cooperative learning,"Positive Interdependence","Role Assignment" and "Group Awards" were the most important ones to bring college students’psychological changes in their English learning. In addition, it was found that between the two ways of cooperative grouping mentioned in the thesis, Dynamic Grouping was relatively more effective. Finally, the major findings and limitations of the research were discussed by the author.