Application Of Group Cooperative Learning To Teaching Of Senior Spoken English

Socio-constructivism of Lev Vygotsky plays an significant role in education atpresent. Group Cooperative Learning is based on socio-constructivism. In NewCurriculum Standards, Group cooperative learning is considered an efficient way tostrengthen students’ autonomous capability and English ability. It requiresstudent-centered in English teaching so as to cultivate their autonomous learning andlanguage use. Group activities, as the basic teaching form, play an key role instimulate students’ initiative and motivation and also can develop personal potential tosome extent. The key teaching task of group cooperative learning is to make studentsaccomplish a mutual goal.With the help of the direction of Vygotsky’s socio-constructivism and groupcooperative learning approach as well as the previous study, the researcher adopts thegroup cooperative learning to teach spoken English in senior school so as to.stimulatestudents’ initiative and motivation and develop personal potential to some extent.The questions of the research are these: Can group cooperative learning help tomake students interested and active in oral English speaking? Can group cooperativelearning stimulate students’ initiative and motivation as well as cooperative awareness?Is GCL more effective in enhancing students’ oral English when compared with traditional approach?The dissertation focuses on the application of group cooperative learningactivities, and the author chooses Team-Games-Tournament(TGT) as the main method.The instruments of the research are made up of questionnaires, tests and acomparative classroom experiment. The features in writer’s group cooperativelearning are as follows:(1) Each group consists of four members that are fixed.(2) The group is heterogeneous.(3) The competition among groups is to encourage each group to cooperativelyeffectively.(4) Every member in each group has an occupation that changes each month.(5) The students are endowed with group cooperative skills at the beginning aswell as after the position change.The main characteristics of the author’s experiment are that cooperativelearning is in each group while competition among groups is to stimulate theirmotivation to do better in their groups, which is suitable for senior high school oralEnglish teaching and also maintains good effect.The comparison of the results from the experimental class and the control classshows the experimental class who takes in group cooperative learning model hasmade more improvement in students’interest, motivation, initiative, cooperativeawareness as well as oral English ability.