Cooperative Learning Activities In Reading Course For Non-English Majors

This study aims to explore and solve English reading difficulties of non-English majors in the first and second year of a university. For this purpose, this study used cooperative learning activities to help English reading and comprehension for students. Participants in this study are502students of the first and second year. Research instrument is questionnaire investigation. Data obtained from the questionnaire investigation is analyzed with SPSS17.0statistical software. Research results shows:(1) the non-English majors have intermediate difficulties in vocabulary, grammar, discourse and thinking. By comparison, they have greater difficulty in vocabulary and grammar.(2) There almost exists significant difference in between any two groups among higher, intermediate and lower achiever groups in the aspect of vocabulary, grammar, discourse and thinking. There exists almost no significant difference between literal arts students and science students, nor between male and female students. Meanwhile, an English teacher of the first-year is invited to use the corresponding teaching approaches of cooperative learning in English reading lessons for12weeks.12students of high/intermediate/lower-level students are selected to write diaries after class and the teacher is interviewed. Qualitative research method is used to analyze data collected from diaries and transcription of the interview. Research results shows:(1) the cooperative learning activities are helpful for students to solve reading difficulties and can facilitate the comprehension to text for students.(2) The cooperative learning activities made the classroom atmosphere more active; improved students’interest and motivation to read English; strengthened students’ autonomy and enthusiasm; widened students’ trains of thinking; improved students’ thinking capacity; helped students to improve their learning methods; increased awareness of cooperation among students..