Effects Of Learning Together Model Of Cooperative Language Learning

Cooperative Language Learning (CLL) or Collaborative Learning (CL) is part of a more general instructional approach, which has been proclaimed as effective in promoting the cognitive and linguistic development of the ESL (English as a second language) or EFL (English as a foreign language) learners. Currently, CL has different models. In the present study, the author adopted Learning Together model (LT)(Johnson, Johnson, & Holubec, 1991, 1992, 1994, 1999) for this quasi-experiment, in which five basic elements of LT were emphasized: positive interdependence, Individual accountability, promotive face-to-face interaction, social and collaborative skills, and group processing.In review of the related theories, the study attempts to testify the efficacy of CLL in Chinese EFL middle school settings from the perspective of communicative nature of language and cognitive psychology, which both of stress the central role of social interaction in learning.Altogether 95 students from two intact classes participated in the quasi-experiment. Randomly assigning one class as experimental group and the other as control one, the researcher divided 49 students in the experimental class into 12 heterogeneous groups for Cooperative Learning. The material used in the study was the textbook named Go for it! (2004). A pretest and a posttest were administered respectively. In the experiment, tasks designed for Cooperative Learning were the independent variables, and the scores or grades and other effects obtained were the dependent variables.The present study is to answer the following questions:1. Is Cooperative Language Learning too complex and time-consuming to be used in practical class? If so, why?2. Is the Learning Together model of Cooperative Language Learning more effective than traditional whole-class instruction in promoting either strong or weak students'academic achievements?3. Will the weak students impede the strong students'progress in the...