teacherIndividualcompetitively,合作型教学法在提高高中英语口语教学中效果写作策略

Cooperation is working together to accomplish the same goal. In cooperative activities individuals try their best to accomplish the task which is beneficial to all group members including themselves. Cooperative learning is an instructional way for students to work together and represent what they he learned in the group. For high school students, they are given very little time to practise oral English. Everyday they are busy with every kind of exams, which is an inappropriate to learn English well. What we should do now is to pay more attention to the oral English. In this case, why not combine cooperative learning with oral English learning. To accomplish a task will make every member be part of the group and will definitely improve their spoken English.
1. The Reason to Apply Cooperative Learning to Oral English Teaching
In cooperative learning, class members are divided into all groups after getting instruction from the teacher. With the assignment all group members need to work together and complete it succesully. Cooperative efforts result in every member striving for mutual benefit so that all group members gain from each other's efforts, realizing that all group members share a common fortune, knowing that one's performance is mutually caused by the common effort of the whole group, and feeling proud and sharing the joy when the group is awarded for achievement. In cooperative learning there is a positive interdependence among students' goal attainments and they perceive that they can reach their learning goals. Take a presentation on anti-drug campaign of a team for example. Every member's success depends on both individual effort and the efforts of other group members who contribute the necessary knowledge, skills, and resources. During this process, some of the students are in charge of finding out the previous information about anti-drug activities orrepresenting what they finally got from the whole activity. Every member fulfills their role in the group.
As communicative approaches he developed, teachers need to ensure that students not only practise speaking in a controlled way, such as in the class activity, but also practise using these features more freely in purposeful communication. Students’ oral English depends on the both hard work of the teacher and the students. To inspire student’s interest of learning English after class in as equal important as hard working in class. Through the way of cooperative learning will definitely improve students oral English from all aspects.
2. Five Elements in Cooperative Learning about Oral English
Brown & Ciuffetelli Parker (2009) and Siltala (2010) discuss the 5 basic and essential elements of cooperative learning:

1. Positive interdependence

Students must positively participate and put every effort within their group. Each group member has a common task and is in charge of a part in their group. Positive interdependence is succesully featured when group members perceive that they are associated with each other in a way that one will not succeed unless everyone succeeds. Group goals and tasks, therefore, must be designed and conveyed to students in ways that make them believe they win or lose together. When positive interdependence is firmly exploited, it requires that each group member's efforts vital for group success and every group member needs to he an individual contribution to the whole group. Positive interdependence will not exist without cooperation.

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2. Face-to-Face Promotive Interaction

Each member gets together and promotes each others’ success. Students explain to one another what they he learnt or are learning and assist one another with understanding and completion of assignments through the way of sharing resources and assisting, supporting, encouraging, and applauding each other's efforts to achieve. Cognitive activities and interpersonal dynamics will occur when students promote each other's learning. This includes orally explaining how to solve problems, exchange one's knowledge to others, checking for answers, discussing topics being learned, and comparing knowledge present and past. Each of those activities can be structured into group task directions and procedures. It is through the way of face to face learning to promote each members to become personally committed to each other to their mutual goals.

3. Individual and Group Accountability

Two levels of accountability must be structured into cooperative lessons. The group must be accountable for achieving its goals and each member must be accountable for contributing his or her part of the work. Individual accountability exists whenthe performance of each individual is assessed and the results are sent back to the group and the individual in order to make sure who needs more assistance, support, and encouragement in learning. The purpose of cooperative learning groups is to make each member a stronger individual. Students learn together so that they subsequently can gain greater individual competency.

4. Social Skills

The fourth basic element of cooperative learning is teaching students the necessary interpersonal skills in a all group. In order to he a succesul cooperative learning effect, Social skills must be taught in the learning process. Cooperative learning is inherently more complex because students he to engage positively in taskwork and teamwork. Social skills for effective cooperative work do not naturally appear when cooperative lessons are employed. Thus, social skills must be taught to students just as purposefully and precisely as academic skills. The element of leadership, decision-making, trust-building, communication, and conflict-management skills makes students to do well in both teamwork and taskwork . Since cooperation and conflict are inherently related, the procedures and skills for managing conflicts meaningfully are especially important in learning groups.

5. Group Processing

The fifth basic element of cooperative learning is about group processing. Group processing exists when group members discuss how well they are achieving their goals and maintaining effective working relationships. Groups need to describe what member behiors are useful and useless and make decisions about what kind of behiors to continue or change. Continuous improvement of the processes of learning results from the careful analysis of how members are working together and determining how group effectiveness can be enhanced. When designing cooperative learning tasks and reward structures, individual responsibility and accountability must be identified. Individuals must know exactly what their responsibilities are and that they are accountable to the group in order to reach their goal. Positive Interdependence among students play an important role in the task. All group members must be involved in order for the group to complete the task. In this case, each member of a group must he a task that they are responsible for and it cannot be completed by any other group member.

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In a word, CL is both a teaching strategy and a learning skill through which students study together to reach common goals with the teacher working as director and facilitator. In CL, students cooperate with each group member and benefit from mutual assistance. On the contrary, students in the traditional classroom work either individually or competitively and they seldom collaborate with their clasates. More and more high school students also would like to improve their English standard and open their mouths to say something. In this case, as Englihs teachers should think more about than only to teach “English” itself to them all.
References:
Brown, H., & Ciuffetelli, D.C. (Eds.). (2009). Foundational methods: Understanding teaching and learning. Toronto: Pearson Education.
Johnson, D.W. & Johnson, R.T. (1999). Making Cooperative Learning Work [J]. Theory into Practice, 38: 67-73.
[3] Gillies, R.M. & Ashman, A.F. (2000). The Effects of Cooperative Learning on Students with Learning Difficulties in the Lower Elementary School [J]. Journal of Special Education, 34:19-27.
[4]Johnson, D.W., Johnson, R.T. & Scott, L. (1978). The Effects of Cooperative and Individualized Instruction on Student Attitudes and Achievement [J]. The Journal of Social Psychology, 104: 207-216.

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