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小组合作学习法在雅思口语课堂应用的实证研究

日期:2018年02月23日 编辑:ad201011251832581685 作者:无忧论文网 点击次数:1400
论文价格:300元/篇 论文编号:lw201604051210296897 论文字数:38273 所属栏目:英语语言学论文
论文地区:中国 论文语种:English 论文用途:硕士毕业论文 Master Thesis
eory spread to America where the  most  famous  advocator  is  Gluo  Naier  Francis  Parkr,  who  implemented Cooperative  Learning  in  the  public  schools  during  the  last  30  years  of  19th  century and his teaching activities achieved great success. In the early 1900s, social interdependence  theory  began  to  develop,  which  was proposed  by  Johnson  brother.  Kurt  Koffka,  one  of  the  creators  of  this theory, raises that the command of the teams is constantly changing in which the interdependence in with  participants  alters.  Besides,  there  exists  variety  of  the  interdependence  among team members.(Johnson, 1993) 
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2.2 The Definition of Cooperative Learning 
By  now,  a  great  many  of  researchers  and  scholars  have  advanced  distinctive definitions  of  Cooperative  Learning.  However,  practically  all  the  distinguished definitions  are  proposed  to  make  some  contribution  to  improve  the  learners’  ability more effectively. Since Cooperative Learning is applied in classroom on teaching and learning, students in the classroom are divided into several tiny teams each contains 2-6  members  usually.  Cooperative  Learning  aims  at  encouraging  students  to participate  in  the  class  activities  and  at  the  same  time  increase  their  sense  of cooperation and decrease their sense of competition. During the procedure of learning, cooperative Learning pays more attention the interactive part among students. It is a kind of strategy about division of work and at the  same  time  cooperation.  As  different  district  in  this  world  may  have  different conditions,  the  cognition  and  definition  of  Cooperative  Learning  may  not  have  a common and unified expression. 
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Chapter Three Methodology........17 
3.1 Research Questions ......17 
3.2 Research Subjects.........17 
3.3 Research Instruments ...........18 
3.3.1 Testing ...........18 
3.3.2 Questionnaires ......18 
3.3.3 Interview........19 
3.4 Classroom Process ......19 
3.5 Data Collection ...........25 
Chapter Four Results and Discussions .......27 
4.1 Tests Analyzing ....27 
4.1.1 Analysis of the Pre-test..........27 
4.1.2 Analysis of the Post-test ........28 
4.1.3 Comparison of the Pre-test and Post-test......28 
4.2 Questionnaires Analysis .......29 
4.2.1 Analysis of Questionnaire I ...........30 
4.2.2 Analysis of Questionnaire II..........32 
4.3 Interview Analysis........34 
Chapter Five Conclusion......37 
5.1 Major Discovery...........37 
5.2 Pedagogical Significance .....39 
5.3 Limitations and Suggestions for Further Study ....40 

Chapter Four Results and Discussions

4.1 Tests Analyzing 

Before  the  teaching  experiment,  a  pretest  is  provided  for  all  the  participants  in this  research,  both  the  experimental &