Cooperative Learning and Non-English Majors’ classroom.docVIP

精品论文 参考文献 Cooperative Learning and Non-English Majors’ classroom 黎梅香 湖南涉外经济学院 湖南 长沙 410205 中图分类号：F11 文献标识码：A Abstract：Under the advocate of new curriculum, the author believes cooperative learning can greatly better studentsrsquo; English learning in the non-English majorsrsquo; classroom. Key words: Cooperative Learning Non-English Majorsrsquo; classroom I have been teaching non-English majors for almost ten years. During my teaching, what worries me most is the majority of the studentsrsquo; silence and less participation in class. I know they donrsquo;t mean to do so. They behave like this either because of their lack of confidence or their lack of opportunities. The moment I learn of cooperative learning, I feel it is the appropriate way for me and my students. Firstly, Cooperative learning transforms the traditional teacher-dominated instruction into student- centered instruction. Cooperative learning is a learner-centered approach and advocates teachers as “directors”, “rulers”, “consultants”, while the students are the “real actors”. Then the importance of students is fully manifested; their interest, intellectual curiosity and motive are naturally aroused. Secondly, Cooperative learning changes the competitive and oppressed atmosphere into cooperative and democratic environment. In the environment, students get the chance to socialize and be part of the group, share feeling and receive emotional support. There are more various talks, more negotiation of meaning, and more comprehensible input. It helps change the relationships among students, and relationships between students and the teacher. In order to achieve the common goal, members cooperate, learn and help each other. Every class will be active, creative, and relaxed. Thirdly, As said by Wing-field (2005) Cooperative learning foster greater and longer student participation. Research has shown that students stop listening or paying attention after only 15 to 20