Study On The Cooperative Learning Performance Of Group Activities In Mandarin Classes

Group activities are the common studying and practicing form in the second language teaching classroom, which can greatly benefit the learners target language ability during the process of communication and cooperation.Group activities are based on the theory of cooperative learning. However, pure cooperative learning modes can hardly be implemented in the second language class. With that view, this essay attempts to exam the cooperative learning performance of the students in the group activities of the second language class with the five essential elements in cooperative learning as the measurement. Based on the class observation, it will analyze what factors are influencing the students'performance, in which ways those factors are exerting their influence and what specific influence they have exerted.Firstly, an investigation aimed at the teachers and students who are teaching and learning Mandarin in China was carried out in order to learn the current situation of group activities in second language classroom. The questionnaire was focused on the attitude of the students and teachers towards group activities in classes regarding to activity type, group dividing strategies and teacher's role, etc in order to pinpoint the key issues in the following classroom observation. Then, field research was carried out in three classrooms, the beginners level, the intermediate level and advanced level. In the nice classroom activities, students' performance on positive interdependence, face to face promotive interaction, individual accountability, social skills and group processing were analyzed according to five elements in cooperative learning put forward by D Johnson and R Johnson.. Based on the research result of the five elements, the influence of activity type, group dividing strategies and teacher's role towards students performance of cooperation learning can be observed.Through the questionnaire and the class observation, the following results are concluded. First, students and teachers generally confirmed the positive effect of group activities on Mandarin learning and the students generally acknowledge one others' performance in the activities. Second, Students show no preference for any particular kind of group activity. However, role play is the most frequently organized activity in class. Students' performance is more satisfactory in the performing phase than in the preparing phase and more satisfactory in competitive activities. Third, groups consisting of 3 to 6 members are most common in class activities. Students'performance is more satisfactory in group of three members or so. Forth, language level is the factor both teachers and students attach great importance to. Students' performance is more satisfactory when the members are from different countries and are composed of both gender and more satisfactory when the age and language level of the members are similar. Fifth, teachers play important roles in designing, helping, supervising and concluding through the activities. However, with the students language ability enhancing, the focus of the teachers' role shift.Based on the study results, this essay suggests teachers adopting different kinds of activities accordingly. The preparing phase should be addressed. Competitive factors can be appropriately added into the activities. Group members should be checked within three and they should be arranged with sound reasons. Language differences can be coordinated in order to promote everyone's performance. Teachers should exert their influence in every respect.