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【Abstract】CLisoneoftheeffectivelearningmethodswhicharestronglyadvocatedinourcountry.However,traditionalEnglishteaching(i.e.,instructor-orientedteaching)remainsthemostwidely-acceptedapproachtoEnglishlanguageinstructionthroughoutChina.CooperativeEnglishlearninghasnotbeeneffectivelyimplementedinourcountry.TherearemanyproblemsexistinginthoseEnglishclassesofjuniorhighschools,inwhichtheCLhasalreadybeencarriedout.Throughanexaminationofthedevelopmentalcharacteristicsofadolescentsandthediffusionofresponsibilityinpsychology,thisthesisanalyzestheproblemsandpossiblecausesincooperativeEnglishteachinginjuniorhighschool,andtherebyprovidingsometeachingcountermeasures.
【Keywords】Englishteachinginjuniorhighschool;
cooperativelearning;
psychologicalperspective
1.Introduction
1.1Backgroundoftheresearch
TheteachingtheoryknownasCooperativeLearning(CL)andtheeducationalstrategiesitproposeswasfirstintroducedintheUnitedStatesduringthe1970s;
AftertheintroductionofCLtoChina,anincreasingnumberofeducationalexpertsandteachersareexploringitspotentialfor“classteachingrevolution”throughitsproposedpositiveequilibriumsbetweenteachersandstudentsinclassroomsettings.However,duetothestronginfluenceoflong-standingacceptanceofthetraditionalinstructor-orientedapproachtoteachingasaneducationalideal,theintroductionofnewstandardsandidealshasbroughtnewchallengestoeducatorsacrossnumerousfields.
2.InfluentialPsychologicalFactorsinCooperativeEnglishLearning
2.1TheDevelopmentofSelf-consciousnessofAdolescentsinDevelopmentalPsychology
Theperiodofadolescenceisthesecondpeakofthedevelopmentofself-consciousness.Characteristicsofthesecondpeakofself-consciousnessincludelookinginward.Theymaymockothers’thinkingordreaming,buttheydonotfeelanyguiltyaboutit.ThisphenomenonsometimeswillbreakrelationshipsamongmembersincooperativegroupsandtheconsequencescanleadCLdownanegativepath.
2.2TheDiffusionofResponsibilityinSocialPsychology Thedefinitionofdiffusionofresponsibilityisthatpeopleimaginethatresponsibilityissharedwithothersthroughdiffusion,andthusresponsibilityofoneindividualcanbelighter.
TherearetwomainaspectsofthediffusionofresponsibilityintheCLclass.Thefirstaspectisthatstudents’subjectivityislimitedbydiffusionofresponsibility.InmanyCLgroups,wecanoftenseesuchphenomenasomestudentsdonothingordosomethingirrelevanttotheclassisstudying.Whileoneortwoexcellentstudentsdoalltheworkforthegroup.GroupmembersofoneCLgroupoftendotheirownwork,nottrulyworkingtogethercollaboratively.
3.ProblemsandPossibleCausesofCooperativeEnglishLearninginJuniorHighSchool
3.1Students’UnwillingnesstoParticipateinCooperativeLearning
ScholarscanseethereisaconfusingphenomenonduringtheimplementationofCLforEnglishlearninginjuniorhighschool,particularlywhenitcomestothefactthatnearlyallofthestudentsarefocusedondoingtheirownwork.Middleschoolstudentsareintheperiodofadolescencewhentheyaremorelikelytointeractwiththeirpeersinaself-centeredway.Studentsinthisagegroupprefertodothingsalone,whicharethereasonwhystudentsoftendotheirownwork,andarenotwillingtocooperatewithothers.
3.2FewStudentsTrulyParticipatinginCooperativeLearning
ThisproblemisquitecommoninthedailyactivitiesofcooperativeEnglishlearninginjuniorhighschool.Excellentstudentstendtocoverallofthestudyintheirgroups,whilestudentswhoarepoorperformershavenochanceandhavenowillingnesstoparticipateinCL.SincethescoresofgroupmembersinaCLgroupdependontheperformanceofthewholegroup,thosepoorstudentsintheirstudygroupsaremorelikelytoletthoseexcellentstudentsdomostoftheworktogainabetterscorefortheirgroupandalsoforthemselves.Butthisistotheirowndetriment.
3.3Students’ImproperUseofGroupDiscussion
Duringtheprocessofgroupdiscussion,studentsoftenfocusontalkingbutignoretheimportanceofindividualthinking.Groupdiscussionisagoodlearningmethodwhichcancombinetheideasofentiregroupmembers.Howeverwhenstudentsarebusydiscussingatopic,theyoftenignorethepartofthinking,whichisthespiritofgroupdiscussionsessions.CooperativeEnglishlearningcanneverreplacetheuniquethinkingofstudentsanditshouldbeusedonlyasanaidforthethoughtprocessingofstudents. 4.CountermeasuresinCooperativeEnglishLearninginJuniorMiddleSchool
4.1CultivatingtheConsciousnessofCooperationAmongStudents
Teachersshouldslowlycultivatestudents’considerationofcooperation.Firstly,teachersshouldteachstudentstobuildcommonideals,sotheywilltreattheirclassmatesequallyandrespecteachother.Studentsshouldbetaughttolistentoothers’ideascarefully,andbetaughthowtobuildarelaxing,atmosphereforcooperativeEnglishlearning.TeachersshouldteachstudentssometechniquesthatmakeCLpossible,Theyshouldencourageeverystudenttohavetheirowndutyinsidetheirgroupandtomakesuretheycanbegoodattherolesthataretheirs.
4.2KnowingBasicDetailsAboutEachStudent
Firstly,Englishteachersshouldtrytheirbesttoknowmorethingsabouttheirstudents,suchastheircharacters,theirgeneralabilitiestolearnEnglish,andwhattheyaregoodatspecificallylistening,speaking,reading,orwriting.AtrueCLEnglishlearninggroupshouldincludefourstudentsgoodatreading,listening,writing,andspeakingrespectively,andhavetwostudentswithbelowaverageEnglishability.
4.3JoininginCooperativeEnglishLearning
Firstly,Englishteachersshouldknowthattheyplayanimportantrolewhilestudentsareparticipatingingroupdiscussions.Whenstudentsaredoingstudyingingroups,teachersshoulddelvedeeperinsideofeachgroupdiscussionandleadstudentstoacquireknowledgecorrectly.Inaddition,Englishteachersshouldrealizethattheyarenotacontroller,oranoutsider.
5.Conclusion
ThisthesisfocusesonproblemsthatexistinCLforEnglishlearninginjuniorhighschoolanditfocusonmanyofthepsychologicalfactorsthatcausetheseissues.ItthenofferscountermeasuresforsomeofCL’sbasicproblemsinordertobuildbettercooperativeEnglishlearningenvironments.
Duetothelackoftimeandacademicability,therearestillsomelimitationsinthisthesis.Firstofall,therearenotenoughevidencestoprovethevalidityofthosecountermeasureswhicharementionedinthisthesis.Soteachersmayfeelconfusedtowardsthosesuggestionsmentionedabove.Infuturestudies,morepracticalsuggestionsshouldbeoffered.
Despiteanylimitationsitmayhave,itisstronglyencouragedthattheadvantagesofCLbeconsideredinordertoprovidethemosteffectiveclassroomenvironmentspossibleforjuniorhighschoolEnglisheducation.ItishopefulthatthispapercouldhelpbothteachersandstudentstotakeadvantageoftheCLtoreachtheirtarget. References
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