合作学习与大学英语听力教学

论文摘要

2004年的《大学英语课程要求》中提出了教学改革:将英语教学中原来的以阅读为主改为以听说为主,全面提高学生的英语综合应用能力。随着中国开放程度的深入,传统的教学模式越来越不能适应社会发展的需要。而合作教学这种促进学生之间的相互交流、共同发展,促进师生教学相长的模式显然更适应当前的形势。20世纪70年代以来,合作学习的教学方法在美国得到了普遍的应用,目前已经成为世界上许多国家共同采用的一种富有创意和实效的教学理论和策略体系。通过对国内外文献资料的研究和学习,作者认为合作学习能在较大程度上解决传统英语听力教学中课堂气氛沉闷,学生参与性低下的问题,更好地培养学生的交际能力。笔者以合作学习理论为理论支持,采用实证的方法来探索合作学习在英语听力课堂中应用的有效性及具体应用方法。通过一段时间的教学实践,借助访谈、问卷调查和测试等手段,对得到的数据资料进行分析后,笔者发现合作学习对课堂气氛改善、缓解学生焦虑情绪以及促进学生交流以说促听、听说共进确实有促进作用。实验组的学生用英语交流的能力有所提高,课堂气氛变得轻松活跃,学生参与性较也较强,认知水平大幅度提高,能够更好地进行独立学习。结果表明合作学习在中国英语教学环境下是一种行之有效的方法。

论文目录

• ACKNOWLEDGEMENTS
• 摘要
• Abstract
• 1 Introduction
• 1.1 Present Situation of College English Listening Teaching in China
• 1.2 Significance of the Research
• 1.2.1 Importance of Listening
• 1.2.2 CL in Improving Listening Ability
• 1.3 Questions and Purpose of the Research
• 1.4 Organization of the Thesis
• 2 Literature Review
• 2.0 Introduction
• 2.1 Cooperative Learning
• 2.1.1 The Rise and Development of Cooperative Learnin
• 2.1.2 The Definition of Cooperative Learning
• 2.1.3 The Elements of Cooperative Learning
• 2.1.4 Theoretical Bases of Cooperative Learning
• 2.1.5 Comparison of Cooperative Learning with Other Methods
• 2.2 Listening Comprehension and Problems
• 2.2.1 The Nature of Listening
• 2.2.2 The Process of Listening
• 2.2.3 Obstacles in Listening Learning
• 2.3 Summary
• 3 Implementation of Cooperative Learning in English Listening Class
• 3.0 Introduction
• 3.1 Methods
• 3.1.1 Cooperative Learning Group Formation
• 3.1.2 Cooperative Learning Techniques
• 3.2 Teacher’s Roles and Students’ Roles: a New Perspective
• 3.2.1 Teacher’s Roles
• 3.2.2 Students’Roles
• 3.3 Task Design in Cooperative Learning
• 3.4 Major Positive Results
• 3.5 Summary
• 4 Experimental Study on Cooperative Learning
• 4.0 Introduction
• 4.1 Research Design
• 4.2 Participants
• 4.3 Instruments
• 4.3.1 Pretest and Posttest
• 4.3.2 Interview
• 4.3.3 Questionnaire
• 4.4 Procedure
• 4.4.1 Explanation of Academic Objectives and CL Concept
• 4.4.2 Structuring Inter-group Cooperation
• 4.4.3 Group Formation
• 4.4.4 STAD Steps Used in the Cooperative Learning Class
• 4.5 Data Collection and Analysis
• 4.5.1 Scores
• 4.5.2 Analysis of the Two Questionnaires
• 4.5.3 Analysis of Pre and Post Tests
• 4.5.4 Analysis of the Interviews
• 4.6 Major Findings
• 4.7 Summary
• 5 Conclusion
• 5.1 Pedagogical Implications of Cooperative Learning
• 5.2 Limitations of the Research
• 5.3 Suggestions for Further Study
• References
• Appendix
• Appendix 1 Questionnaire One
• Appendix 2 Questionnaire Two
• Appendix 3 Listening Comprehension Test for Post-test
• Appendix 4 Interview questions