合作学习在高中英语阅读教学中运用的实证研究

合作学习在高中英语阅读教学中运用的实证研究

来源:www.51fabiao.org作者:lgg发布时间:2018-06-08 21:23
本文是一篇英语硕士论文,英语论文写作的价值,关键在于能够解决特定行业的特定问题,特别是在学术方面的论文更是如此。因此,论文选择和提炼标题的技巧之一,就是依据学术价值进行选
本文是一篇英语硕士论文,英语论文写作的价值,关键在于能够解决特定行业的特定问题,特别是在学术方面的论文更是如此。因此,论文选择和提炼标题的技巧之一,就是依据学术价值进行选择提炼。(以上内容来自百度百科)今天为大家推荐一篇英语硕士论文,供大家参考。
 
Introduction
 
English reading is the most important part in high school Englishteaching. The reading comprehension ability of high school studentsaffects the English score of college entrance examination, and it alsoreflects the students' ability to use English synthetically. The newCurriculum Standard (Education Ministry of China 2003), whichdescribes the overall language ability, involves the following five aspects:language knowledge, language skills, learning strategies, culturalawareness and emotional attitude. Among these, learning strategy isconsidered to be a very significant factor of English teaching and learning.So teachers should guide students to master scientific and effectivereading methods and skills in a planned way. At the same time, they alsoteach them to use dictionaries and all other kinds of English teachingresources, and to encourage them to guess the meaning of new wordsaccording to the context in the reading and so on, so that they cangradually get stronger reading ability, laying a solid foundation for furtherstudy.
In high schools, in order to carry out English teaching activities ,reading comprehension has been always regarded as an important contentof teaching, while students are required to be able to reduce errors, tosolve the problems in the process of learning to improve understandingability. For a long time, high school English teachers have been usingtraditional teaching methods, namely, interpretation of words andphrases-analysis of sentence structure and grammar- translation of articlesindependently - understanding of the meaning of the text. However, manyteachers still completely rely on the traditional thinking and the crammingmode of teaching, only to teach students about some textbook knowledge.For example, the meaning and usage of words and phrases, grammaticalknowledge, or the translation of text, which presents a single, one-sidedteaching design. It is difficult for students to really understand the writingpurpose and idea of its author, which leads to go against the aim ofcultivating students’ reading ability and can’t put the actual effect ofreading training into full play. At the same time, because of this kind ofpractice, students lose the dominant role in class, which influences theapplication of all kinds of practical activities such as autonomous learning,cooperative learning and so on. It is also difficult to form scientific andefficient learning methods, which could even make that some students areslowly fed up with English learning. In a word, in the process of Englishreading teaching, students should not only focus on improving readingspeed, but also improving the ability of understanding. If we still teachtextbooks randomly, even use the traditional method of teaching, it isdifficult for us to meet these requirements. So in order to improve the students' reading performance and reading ability fundamentally, we needchange the teaching idea positively, promote the teaching reform,innovate from the teaching material, teaching method and so on.
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Chapter One Literature Review
 
This chapter presents the definition and elements of cooperativelearning. The researches at home and abroad are also introduced.Although many studies on cooperative learning had been done in variousfields, they do less researches on the field of English reading. So the ideaof applying cooperative learning to English reading class is generatedafter analyzing the studies on this subject.
 
1.1 Definition of Cooperative Learning
To give a definition of cooperative learning, different people havedifferent opinions. Slavin, a Professor of Johns Hopkins University, holdsthat as a teaching technology, cooperative learning means in classroom,students participate in activities in groups and are judged by the wholegroup’s performance (Slavin, 1995:103). Sharon, a prestigiouseducational psychologist of Tel Aviv University, thinks that cooperativelearning is a term which includes a number of teaching methods topromote teaching. And its basic feature is students’ cooperation (Cook,1996: 97). From the angle of teachers, F. B. Murray (1990) regardscooperative learning as a kind of instructional practice in which theteacher directs while students do. P Abrami (1995) who emphasizes theprocess of cooperative learning, believes students work together in groupsto promote positive interdependence. T. Panitz (1996) believed thatcooperative learning meant that in order to finish a common goal or makesome achievements, it provided several processes to make peoplecommunicate and help each other. Jacob (1999:13) asserts that"cooperative learning is a diverse group of instructional methods in whichsmall groups of students work together and aid each other in completingacademic tasks." It can be seen that Jacob also stresses the form ofcooperative model.
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1.2 Elements of Cooperative Learning
Slavin(1990) proposed a two-element theory of CooperativeLearning comprising positive interdependence and individual accountability. Similarly, D. W. Johnson, R.T. Johnson and theircolleagues advocated a five-component theory of Cooperative Learningincluding five criteria that define true Cooperative Learning(Johnson,Johnson&Holubec, 1999): According to Johnson and Johnson(1994), five essential elements are indispensable and need to beincluded in order to ensure a lesson to be cooperative.The five essentialelements are as follows:Team members achieve the common goal together, and theycomplete a task or make some achievements as a whole. In cooperativelearning, team members are not individual and responsible for othermembers. That is to say, when they succeed, all of them are awarded. Onthe contrary, they are punished together. They point out that the positivedependence is an vital part and very important in cooperative learning. Inclassroom teaching, if existing dependencies, it can achieve cooperativebehaviors. Cooperative learning requires student members to participatein and undertake certain responsibility, which is to learn how to decorateresearch materials and to ensure that all team members learn how to usethese materials. That is what we called positive dependence.
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Chapter Three Methodology...........25
3.1 Research Design..........25
3.2 Research Procedure..............29
3.2.1 Data Collection..............30
3.2.2 DataAnalysis......32
Chapter Four Results& Discussion............35
4.1Effects of CL on Students’Reading Performance............ 35
4.1.1 Effects onAll Students’Reading Performance.........36
4.1.2EffectsofCooperativeLearningonStudents’ReadingPerformanceofHigh-score..... 45
4.2 Effects of Cooperative Learning on Students’ReadingAbility........49
4.2.1 Effects onAccuracy of English Reading....... 49
4.2.2 Effects on Speed of English Reading.............51
4.3 Effects of Cooperative Learning on Students’ Interest,Motivation andAttitude...........52
 
Chapter Four Results& Discussion
 
In Chapter three, the methodology of study was introduced in detail.The data from experiment had been put into SPSS 21.0 and the results areanalyzed and shown in this chapter. The author employs IndependentSample T-test and Paired Samples Test to analyze the data and tables arepresented in the following parts to check whether cooperative learning ismore effective than the traditional teaching in improving students’learning performance and interest, attitude and motivation.
 
4.1 Effects on Students’Reading Performance
The first research question we had mentioned in the last chapter:What effects do cooperative learning have on high school students'performance and ability of English reading? In order to find out theanswer to this question, the pre-test and post-test of learners’ readingperformance are conducted and the results and its analysis are reported inthis part.Through the results of pre-test and post-test, we can know thatapplying cooperative learning to English reading class plays an importantrole to improving students’reading performance and ability.In the following part, the analyses to the experiment results arereported below and it consists of three main parts: the effects on all thelearners’ reading performance and on the high-score group and low-scoregroup in the experimental class, then the effects on learners’ readingability, such as reading speed, accuracy and so on.
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Conclusion
 
This empirical study is on the basis of motivation theory and socialinterdependence theory and aims to explore the effects of cooperativelearning on English reading of senior high school. In this part, the authorsummarizes the main findings and mentions some theoretical andpedagogical implications. What’s more, the limitations of this study andsome possible suggestions for further studies are also illustrated anddiscussed.In order to cope with the research questions of this study, the authorreviews the related studies of cooperative learning instruction andvocabulary teaching, as well as the theoretical basis, namely, MotivationTheory and Social Interdependence Theory. It is widely acknowledgedthat the experiment is the core part of an experimental and empiricalstudy. So this experiment is carried out carefully for three steps. Firstly, inorder to get the general idea of students’ reading performance and theirattitudes toward cooperative learning, a pretest and a questionnaire areheld before the different treatments. Secondly, two different instructionsof reading are implemented on students. The experimental class aretaught under cooperative learning, while the control class undertraditional instruction. Lastly, after the different treatments, a post-test is carried out in these two classes and the questionnaire was implementedagain in experimental class. In this way, the positive effects ofcooperative learning on English reading teaching could be proved.
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References (abbreviated)