The Application Of Cooperative Learning In English Classroom Teaching In Senior High Schools

Cooperative Learning is one of the teaching approaches strongly promoted by the new curriculum. The State Council (2001) promulgated"State Council Decision on Reformation and Development of Basic Education", which points out"Cooperative Learning should be encouraged to be used in teaching to promote mutual exchange and communal development between teachers and students and let teachers and students profit each other". Furthermore"The Criterion of Normal Senior Middle School English Curriculum", mapped out by the Department of Education of the PRC (2003), advocates Cooperative Learning on the basis of students'interest, lives and their active participation. However, at present, the English classroom teaching in senior high schools is still dominated by traditional Grammar-translation Method. It fails to meet the different levels of students and many practical language activities cannot be carried out flexibly. Without question, this way of instruction only discourages many students in English learning. Moreover, in English class, teacher is inclined to instruct language knowledge, neglecting the training of students'abilities to put the knowledge into practice, which easily makes them become passive receivers of knowledge. Moreover, new curriculum reform in China urges us to change this situation. In this case, the introduction of"cooperative learning"which is good for carrying out practical language activities can transform this embarrassing situation.In this paper, I try to prove that Cooperative Learning is effective in improving students'test performance as well as in increasing students'motivation, developing social skills and improving overall learning atmosphere in Tai'an Senior High Schools. This paper begins with a brief review of previous studies on cooperative learning both at home and abroad. And on the basis of the definitions by many famous experts on Cooperative Learning, a definition was put forward by the author of the paper.Chapter II mainly focuses on Cooperative Learning theories and second language learning theories. Cooperative Learning theories include the principles of Cooperative Learning, the theoretical perspectives of Cooperative Learning and five types of cooperative groups; second language theories consist of the input hypothesis, the interaction hypothesis, the output hypothesis and sociocultural theory. And in Chapter III, an experiment was conducted in Taian No. 2 Senior High School to prove that Cooperative Learning really works in senior high school English classroom teaching. In the experiment, tests are used to prove that Cooperative Learning is effective in improving students'performance in English learning. Besides, a questionnaire is conducted to prove that Cooperative Learning can build students'self-esteem, improve their attitude towards English learning, create a good environment for learning English, reduce anxiety, improve the relationship between teachers and develop students'social interaction skills. In spite of these benefits, there exist some problems, namely, the short duration of the experiment, the difficulties in monitoring and controlling group activities and the cultural obstacles. In this chapter, the implementation of Cooperative Learning theories for English classroom teaching and some useful English teaching models are also explained. Finally the paper lists some recommendations for further research.