A Study On The Effect Of The Errors In Students’ Oral English On Their Peers’ English Acquisition In Cooperative Learning

Cooperative learning is an important form of learning in the classroom teaching. Group work is a valuable addition to the variety of activities which encourage and promote second language development. Used in combined with individual work and teacher-centered activities, it plays an important role in communicative teaching. However, some researchers worry that students will imitate and learn each other’s oral English errors and that students cannot realize his or her own errors so that they cannot correct their errors when cooperative learning is used in the oral English teaching. This thesis intends to answer the following questions through experiments:(1) What are oral English errors that the students make in cooperative learning?(2) Do the students learn the other students; English errors in cooperative learning?The significance of analyzing errors in oral English:firstly, they provide the teacher with information about how much the learner has learnt. Secondly, they provide the researcher with evidence of how language is learnt. Thirdly, they serve devices by which learners discover the rules of the target language.The survey, which last for one month, was performed in Senior One, Panshan Senior High School in Panjin City, Liaoning Province. The means and analysis of data-collection were used:the analysis of oral English errors, the questionnaire, the talks of the groups and the Descriptive Statistics.The data has provided the empirical support to the following major findings:(1) The oral English errors that the students made in cooperative learning were phonological errors, grammatical errors, lexical errors and expressive errors. Cooperative learning is certain to increase the opportunities for them to speak English, discuss and express their own opinions. However, in the oral expressions students may make many errors, including phonological errors, grammatical errors, lexical errors and expressive errors, especially, produce Chinglish.(2) The students learned the other students’oral English errors in cooperative learning. When the students practiced oral English in cooperative learning, they gained limited input of correct phases grammatically or appropriate use of English expressions from the teacher, but too much input from the peer, who often made oral errors, causing the students to learn the other students’ language errors, especially, expressive errors carelessly.