合作学习在初中英语语法纠错中的应用 7页

　　合作学习在初中英语语法纠错中的应用----初中英语教学论文-->Chapter1Introduction1.1ResearchBackgroundCooperativeLearninghasbeenexperimentedandusedinavarietyofcontextsandactivities,bothinordertoenhancestudents"knoeachothernotonlyinformationandnotions,butalsoabilitiesandskillsandthemutualhelpandcooperationingmontaskstogether.Agreatnumberofresearchstudies(e.g.JohnsonJohnson,1981;Kagan,1986;Slavin,1995)shoanycontextsandfrommanypointsofvieent(Ream,1990)，astheyobtainhigherachievementscoresinparisonanThomas,1986)andtheycanleammaterialbetterthanindividualstudents(Yageretal”1985).Moreover,thebenefitsarealsoataninterpersonallevel,aslearnersplebothinterpersonalandhigher-levelcognitiveskillstheysupporttheirpeersandengageinconstructiveconflictresolution(JohnsonJohnson,1994),they developasenseofsocialresponsibility(Vermette,1988)andasenseofmutualrespect(Pate,1988).………..1.2ResearchSignificanceIneverydayschoolpracticestudentsareusuallyratherpassivebothinerrorcorrectionandgrammarrevisionactivities:oreattentiontothemarkthanfocusingontheirmistakes,andmarrulesarerevisedintheclassroomstudentsandespeciallyloorehelp-arenotalentaltechniquetocorrectthestudents"mistakesandtorevisegrammarrules,inordertoinvolvestudentsactivelyandtransformthemomentoferrorcorrectionintoamomentofactivegrammarrevision.……….Chapter2LiteratureRevieallgroupssothatstudentsaximizetheiroeanspliessharingtasksandobjectivesandanexplicitintentionof"addingvalue"tocreatesomethingneation.Successfulcooperationisbasedonobjectives,valuesand individualpetencesembers-->inperformingatask，asenseresponsibilityforthegroupanditsobjectivesandattentiontosocialandinterpersonalabilities.Therefore,CooperativeLearningistheresultoftheactivityperformedbyallthegroupmembers，aresulton,sharedandachievedthroughdiscussion,negotiationandagreement.Incooperativesituationslearnersallgroupstoimprovetheirlearning,buttheindividualstrytoreachtheobjectivesnotonlytotheiradvantage,buttotheadvantageoftheeideaisalsoreportedinoglio"s(1996)definitionofacooperativeclass,itismadeupofsmallgroupsofstudents,relativelypermanentandposedheterogeneously,onresultandproduceprojectsorproductsethodofteachingandlearninginongstudents.Thismethodisdifferentfromtraditionalteachingmethods,inployedinacplishingthetask.Thestudentsespecificmethodsofcorrectionteacherscanuseintheirlanguageclassroomandontheireffectiveness.The studiesinedinparticularthedirectandindirectmethodsofcorrection,butothermethodsofcorrectionhavealsobeentakenintoconsideration.Mostresearchersfocustheirattentionontethodisethodisselves.Moststudiesagreeinthefactthatindirectcorrectionrequiresagreatercognitiveengagementforthelearners,moreeffort,knootelanguageacquisition,astheyhavetospendtimethinkingabouttheerrorandaboutthegrammarrules,orehelpfultostudentorehelpfultostudententalTheory........31Chapter4ExperimentalDesign........364.1ResearchHypothesis........36-->4.2ResearchSubjects........364.3ResearchInstruments........374.4ExperimentalProcess........39Chapter5DataAnalysisandDiscussion........495.1ResultsoftheDataAnalysisandPre-test........495.2ResultsoftheDataAnalysisand Post-test........505.3DiscussionoftheResultsoftheQuestionnaire........545.4TheStudents"municativeExchangesMarch2014toJuly2014，88studentstentobjects.Thepre-testentinMarch2014,ultiple-choice,cloze-test,fillingintheblanks,readingprehension，taskreadingandpleclassandthecontrolclasshadthesameEnglishproficiency.Thetableabovedemonstratesthatthemeanofthesampleclassisalmostsameasthatofthecontrolclass，andthestandarddeviationisslightlyloilar,shoarkabledifferencebetpleandcontrolclass.ThatmeansthetostatthesamelevelinEnglishproficiencybeforetheexperiment.Thetable5.1.2shomarpartinpre-test,indicatesthatthereisnotanysignificantdifferencebeteanscoresofthesubjectsinthecontrolclassandthestudentsinthesampleclass.AccordingtotheMeanscores,Std.Deviationofvocabularytestandthenumbersofsubjectsofthesampleclassandthecontrolclass,thatmeansthetostatthesamelevelintermsofgrammar knoent.……….ConclusionThestudyiscarriedouttofindoutiftheCooperativeLearning,usedasangrammarerrorcorrectionandrevisiontechnique,couldhaveanypositiveeffectforthestudentsquiteahomogeneousgroup,becausetheclassesthesameschoolandschoolyear,fromthesamecurriculumandeteacher,textbookandnumberoflessonsofEnglishperilarforbothsampleandcontrolclasses,theonlydifferencebetethodsused.Alsothedatacollectedinthepre-testgiventobothsampleandcontrolstudentsthelessonbeforethecorrectionactivities-traditionalorthroughC.L.—showthatatthebeginningofeachexp-->erimentthelearners"levelsofthegrammar structuresunderexaminationilar,asnorelevantdifferencebetpleandcontrolgroupscanbefoundinpre-test.Therefore,asthegeneralvariablesarethesameineachclass(school,schoolyear,textbook，teacher,hoursofEnglishperilaratthebeginningofexperiment，allthedifferencespleandcontrolgroupsshoethodsused,thatistraditionalorthroughC.L.………References(omitted)