A Research on the Implementation of Group-work in English Class Teaching of Middle School.doc

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1、小组活动在中学英语课堂教学中的应用研究A Research on the Implementation of Group-work in English Class Teaching of Middle SchoolAbstract: According to the notions promoted in the new National English Curriculum Standards, the English class teaching highlights the development of students affection and attitudes，and espe

2、cially put much emphasis on the cooperative spirit of students. The present research chooses senior middle school students in NO.1 Middle School of Shihezi, Xinjiang as samples to do investigation. It mainly aims to find the answers to the three questions: 1) What contributions does topic make to th

3、e implementation of group-work？2) What are the features of the implementation of group-work in English class teaching? 3）What possible solutions can be given to improve the efficiency of implementation of group-work? Through the analysis, it is found: 1) The topics designed by the English teachers c

4、an help arouse students interest when applied in group-work, and students have some opinions on the topics because they are real-life-related and comprehensible. But the teacher can choose a better topic to motivate the students initiative so that they show more interest in discussing on it and have

5、 more output in target language. 2) Group-work is applied in class teaching with quite low frequency and it has positive effect on the students affection development and ability improvement. But the monitor done by teachers is not enough since students speak little English in group-work. The teacher

6、s are aware of giving suggestions and assistance to students but they do not give enough feedback. 3) Through the approach of literature review and analysis, it is suggested that the efficiency of group-work implementation be improved through the teachers strengthening monitoring and designing the t

7、opic used in group-work with enough consideration. To be specific, language teacher needs to play many different roles, not only as a knower and activity organizer, but also a task designer, learning counselor, facilitator and resource provider.Key words: group work; English class teaching; applicat

8、ional features 摘要: 根据英语新课程标准的相关理念,中学英语课堂教学应重视学生情感态度的发展，特别是学生合作意识的培养。此项调查研究，选取新疆石河子市第一中学的高中学生为样本，通过对其进行抽样调查，旨在回答问题：1）话题对小组活动的实施有什么作用? 2) 目前中学英语课堂教学中小组活动的应用特征是什么? 3) 为了提高小组活动的有效性应用，可以提出什么办法? 通过对调查结果的数据分析，结果发现：1）英语教师设计的话题应用在小组活动中，可以提高学生的兴趣；由于话题与学生实际生活是相关的并且易于学生理解，因此学生在话题讨论中有自己的观点；但研究认为，教师能设计更合适的话题来提高学生

9、的兴趣进而增加目的语言输出；2）研究关于小组活动的应用特征有如下发现：小组活动在中学课堂里应用频率低，但小组活动有利于学生情感的发展和能力的提高；教师在小组活动时的监控不足导致学生运用目标语的语言输出很少；教师有意识在小组活动实施时给予建议和指导，但对学生的活动反馈仍然不足。3）通过文献研究和分析的方法，目前研究有如下建议: 通过加强英语教师的课堂监控和全面细致进行活动设计提高小组活动的有效运用。具体来说，语言教师需要扮演多种角色，不仅是知识的传授者，活动的组织者，并且是任务的设计者，学习顾问及信息提供者。关键词： 小组活动；英语课堂教学；应用特征Contents.Introduction.1

10、A. Research background.1B. Research Purposes.2C. Research Significance.2. Literature Review.3A.SLA Theories.31. Input Hypothesis.32. The Output Hypothesis.43. The Interaction Theory .5B. Psychological Perspectives.51. Piagetian Theory: Psychological - constructionism.52. Vygotskian Theory: Social co

11、nstructivism.6C. A Survey of Cooperative Learning.71. Definitions of Cooperative Learning.72. Features of Cooperative Learning.73. Strategies for Facilitating Cooperative Learning.7D. Views on Group-work.81. Definition of Group-work.82. Some Arguments on Group-work.9. Research.9A. Research Questions

12、.9B. Research Participants.9C. Research Instruments .10D. Research Procedures.10E. Data.11F. Data Analysis.13. Conclusion.17A. Summary of the Research.17B. Limitations of the Present Study.19C. Suggestions on the Future Study.19Works Cited.20Appendix a.21Appendix b.22Appendix c.23Appendix d.24Append

13、ix e.25Appendix f.26Appendix g .27Appendix h .29Appendix I .30. Introduction Group-work is a typical type of cooperative learning and a popular activity used in English teaching classroom. It reflects modern educational concept that students are active and show initiative in whole learning process.

14、The implementing of group-work is a process that involves a language teachers effort, including choosing a suitable topic for group-work, designing tasks and guaranteeing the efficient implementation of group-work. Up to now, there is no standard of the most effective way of implementing group-work

15、in English class teaching. By analyzing a sample of data on two types of questionnaires collected from middle school students, the present research makes effort to find the applicational features of group-work and problems on the implementing of group-work in English class teaching of middle school.

16、 It also tries to probe the function of topic designed by language teacher. In the end, possible suggestions are given to improve the efficiency of application of group-work.A. Research backgroundThe new National English Curriculum Standard highlights the autonomy and cooperative spirit in learning.

17、 The new English curriculum standard of senior high school has the following words: Senior high school English curriculum pays attention to the studentsaffection in the whole learning process, enabling students to improve their ability of thinking and judging, developing their competence of communic

18、ating and cooperating with others. Compared with the former syllabus, it emphasizes the factor of students affection. Cooperative learning takes group-work as one important way to promote interaction and communication in language teaching class. Group-work, as an important type of activity in Englis

19、h teaching class, is widely used in English class in middle schools. Group-work in the task-based language teaching and communicative language teaching has become one of the focuses of language classroom research in recent years. A number of researchers have studied group-work in various aspects. Al

20、though most researchers concluded that group-work could promote their target language and affective factors, the research on applicational features of group-work in language teaching is not widely conducted in our country. And there seems to be some problems of applying group-work in English class t

21、eaching.The problems and features of practicing group work that have been found by former researchers can be summarized as follows: 1) Different factors affect students performance of group-work in English class and consequently group-work does different effects on different student. For example, wh

22、ether the learning and teaching surrounding is preferable or not, whether teacher will frequently correct students errors when they are carrying out the activities, whether the topics are appealing to students. Even the students characters and sex can also affect students behaviors in the class. The

23、refore, English teachers who intend to implement group-work in their teaching should take these factors into full consideration; 2) The transfer of real work situations would enhance inter group communication and improve students skills for working in groups that are useful for later career. The set

24、ting-up of the group task stimulates students to talk to each other. The substitution of student dominance for teacher-dominance fosters learners responsibility and improves motivation.B. Research purposesThis thesis hopes to devote itself in the dimension to find the features of implementing group-

25、work in English class teaching. By presenting the features, those problems of teachers implementing group-work would also be revealed. The present research also has the purpose of discussing the implication of topic on the efficiency of group-work. At last, this research combines the result of analy

26、sis of the data and some former studies on group-work, making effort to find some possible solutions to the problems. It is supposed that probing the way to solving the problems is an important step of practicing cooperative learning in English class teaching.C. Research significanceCooperative lear

27、ning, which is based on students psychological needs, combining cognitive, affective, and psychomotor objective into one, has been proved to be a most creative and practical approach and strategy in classroom. (Li 2006) Cooperative learning helps to foster cooperative spirit, which is in accordance

28、with the notions of new National English Curriculum Standards. Group-work is one practical strategy of implementing cooperative learning. The characteristics of group-work can be understood as collaborative learning and cooperative learning.Innovation in English language teaching in middle school em

29、phasizes the students autonomy in language learning, which requires both teachers and students to change their traditional roles. (Shu 2004) In group-work, both the teachers and the students have different roles from traditional approach. A teachers role changes from an organizer, a controller and a

30、n evaluator to a co-learner, a facilitator, and a teacher acts as a guide and a coach. On the other hand, students change their role from a listener, observer, and note taker to problem solver, contributor, and discussant.No.1 Middle School of Shihezi, Xinjiang is trying the way to conducting the in

31、novation in class teaching. The present research selects students from this school as subjects so as to find the problems in practical class teaching at local schools. It is expected that such a research can make contribution to the innovation in English language teaching at local schools. Literatur

32、e ReviewA. SLA theoriesThis section consists of the fundamental theories of SIA such as input hypothesis, output hypothesis, and interaction theory.1. Input hypothesisAccording to the behaviorism theory, learning is a process of habit formation. And it is certain kind of stimuli that makes learning

33、occur. The stimulus is equivalent to input. Input can also be seen as what is available to the learner.Language learners need comprehensible input. Actually, in the process of cooperative learning, each participant can be seen as the source of stimuli. Learners should be offered a natural language s

34、etting to acquire the information in the class. Learners should attach to a great deal of comprehensible input whether in or out of the class. Teachers should provide learners appropriate stage of information so that learners can keep the interest in learning.Krashen argues that language acquisition

35、 is caused by learners understanding input which is slightly beyond their current stage of knowledge, by means of context and other extra-linguistic cues. Krashen brings forward the concept of “i+1” principle. And in this principle, “i” refers to learners current level of competence. “1” refers to a

36、 higher level of stimuli. The principle indicates that “the language that learners are exposed to should be just far enough beyond their current competence so that they can understand most of it but still be challenged to make progress”.（Hu 2008）According to Johnson (2002), the best methods are ther

37、efore those that supply comprehensible input in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are ready, recognizing that improvement comes from supplying comm

38、unicative and comprehensible input, and not from forcing and correcting production.In group work, it is believed that there is information gap among different members. Students with a higher level of English can probably give the high level of stimuli “1” to students who have lower level. The above

39、theory can be summarized as the following sketch map: Figure1. Transformation of i+1 as input to outputstimuli input “i+1” input learners language acquisition device output 2. Output hypothesisSwain (1985) proposes the comprehensible output and argues that learners need the opportunities of meaningf

40、ul use of their linguistic resources to achieve grammatical competence. Under certain circumstance, the act of producing language constitutes part of the process of second language learning. The word output can be used to indicate the outcome or product of language acquisition device. Actually, outp

41、ut is also part of the process of learning, not simply the product of it. The comprehensible output hypothesis states that learning takes place when encountering a gap in the linguistic knowledge of the second language. By noticing this gap the learner becomes aware of it and might be able to modify

42、 his output so that he learns something new about the language. Although Swain does not claim that comprehensible output is solely responsible for all or even most language acquisition, she does claim that under some conditions, comprehensible output facilitates second language learning in ways that

43、 differ from input and enhance input due to the mental processes connected with the production of language. (Jonson 2002)In English class teaching, group-work is designed to provide students with more chances to speak English. However, plentiful opportunities of speaking can not completely guarantee acquisition. Thus, learners need to be pushed into improving accuracy of their production in order to make them understood. And in the process of cooperative learning, learners working in one group are aware of the errors or mistakes of their partners, so they actively help