合作語言教學(xué)法.ppt

1、Cooperative Language Learning,Contents,Definition of CLL Theoretical background of CLL Design Conclusions,Cooperative Language Learning (CLL) is part of a more general instructional approach also known asCollaborative Learning (CL) Cooperative learning is group learning activity organized so that le

2、arning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others. (Olsen and Kagan 1992:8),Definition,Communicative approach In the ESL class

3、room, CLL is seen as an extension of Communication Language Teaching that tends to be more learner-centered.,Theoretical Background,Constructivism John Dewey (1913) is usually considered to have founded the theory of constructivism; he disapproved of approaches that saw students simply as recipients

4、 of the teachers knowledge but favored methods that allowed students to “construct their own knowledge through experience and problem solving” (Larsen-Freeman & Anderson 2011, p. 151).,Types of learning and teaching activities,Formal cooperative learning groups: These last from one class period to s

5、everal weeks. These are established for a specific task and involve students working together to achieve shared learning goals. Informal cooperative learning groups: These are ad-hoc groups that last from a few minutes to a class period and are used to focus student attention or to facilitate learni

6、ng during direct teaching. Cooperative base groups: These are long term, lasting for at least a year and consist of heterogeneous learning groups with stable membership whose primary purpose is to allow members to give each other the support, help, encouragement, and assistance they need to succeed

7、academically.,Olsen and Kagan (1992) propose the following key elements of successful group-based learning in CL: Positive interdependence Group formation Individual accountability Social skills Structuring and structures,Coelho (1992b: 132) describes three major kinds of cooperative learning tasks

8、and their learning focus, each of which has many variations. 1. Team practice from common input skills development and mastery of facts 2. Jigsaw: differentiated but predetermined input evaluation and synthesis of facts and opinions. 3. Cooperative projects: topics/resources selected by students dis

9、covery learning,Three-step interview Roundtable Think-Pair-Share Solve-Pair-Share Numbered Heads,Cooperative learning Activities,Learner roles,The primary role of the learner is as a member of a group who must work collaboratively on tasks with other group members. Learners have to learn teamwork sk

10、ills. Learners are also directors of their own learning. They are taught to plan, monitor, and evaluate their own learning, which is viewed as a compilation of lifelong learning skills. Thus, learning is something that requires students direct and active involvement and participation.,Teacher roles,

11、The role of the teacher in CLL differs from the role of teachers in traditional teacher-centered lesson. The teacher has to create a highly structured and well-organized learning environment in the classroom, setting goals, planning and structuring tasks, establishing the physical arrangement of the

12、 classroom, assigning students to groups and roles, and selecting materials and time.,Conclusions,Advantages CLL emphasizes student-centered teaching. It makes class active. It benefits students for developing their communicative competence through socially structured interaction activities.,Disadvantages Some questioned its use with learners of diff