Cooperative Language Learning合作学习语言法

Traditional models of classroom learning are teacher-fronted, foster competition rather than cooperation, and favor majority students. CLL has been embraced as a way of promoting communicative interaction in the classroom and is seen as an extension of the principles of Communicative Language Teaching. It is learner-centered.
5 key elements of successful groupbased learning Positive interdependence Group formation Individual accountability Social skills Structuring and structures

Teacher roles


The role of the teacher in CLL differs largely from that of teachers in traditional teacherfronted lesson. The teacher has to create a highly structured and well-organized learning environment by setting goals, planning and structuring tasks, establishing the physical arrangement of the classroom, assigning students to groups and roles and selecting materials and time.
Cooperative Language Learning
Zhang Kun
Background
Cooperative Language Learning(CLL) is part of a more general instructional approach also known as Collaborative Learning(CL). Cooperative Learning is an approach to teaching that makes maximum use of cooperative activities involving pairs and small groups of learners in the classroom.

Premise 2 is that most talk is organized as conversation. Premise 3 is that conversation operates according to a certain agreed-upon set of cooperative rules or “maxims”(Grice’s Cooperative Principle). Premise 4 is that one learns how these cooperative maxims are realized in one’s native language through casual, everyday conversational interaction.
Biblioteka Baidu
Approach
Theory of language
Cooperative Language Learning is founded on 5 basic premises about the interactive nature of language. Premise 1 is that we are born to talk and communication is considered as the primary purpose of language.
Procedure

This book provides an example of how a collaborative writing lesson would be carried out. A cooperative writing and editing pair arrangement is used.

CLL does not assume any particular form of language syllabus, since activities from a wide variety of curriculum orientations can be taught via cooperative learning. What defines CLL is the systematic and carefully planned use of group-based procedures in teaching.

Teachers speak less than in teacherfronted class and they usually act as a facilitator of learning. They usually move around the class helping students and groups as needs arise.


Premise 5 is that one learns how the maxims are realized in a second language through participation in cooperatively structured interactional activities.
Design
Objectives
To foster cooperation rather than competition To develop critical thinking skills To develop communicative competence

The syllabus
3 major kinds of cooperative learning tasks Team practice from common input-skills development and mastery of facts Jigsaw: differentiated but predetermined input-evaluation and synthesis of facts and opinions Cooperative projects: topic/resources selected by students-discovery learning
Conclusion
Advantages Providing opportunities for learners to develop successful learning and communication skills and to develop friendship with pleasure Enhancing learner motivation and reducing learner stress
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 skills and direct their own learning. Pair grouping is the most typical CLL format.
Disadvantages Some bad habits may occur among students. For example, some students do not need to try hard equally but share others’ victory. It places considerable demands on teachers, who may have difficulty adapting to the new roles required of them. Learners having different level of proficiency may benefit from this method differently.


CLL seeks to develop classrooms that foster cooperation rather than competition in learning. Within cooperative situations, individuals seek outcomes beneficial to themselves and all other group members. It is contrasted with competitive learning in which students work against each other to achieve an academic goal such as a grade of “A”.
Theory of learning
Cooperative learning advocates draw on the theoretical work of developmental psychologists Jean Piaget and Lev Vygotsky, both of whom stress the central role of social interaction in learning. As we have indicated, a central premise of CLL is that learners develop communicative competence in a language by conversing in socially or pedagogically structured situations.
Types of learning and teaching activities
3 types of groups Formal cooperative learning groups Informal cooperative learning groups Cooperative base groups
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