An Empirical Study On Cooperative Learning In Large Class Of College English

With popularizing the higher education among the common people, China has been broadening the recruitment in the institutions of higher education since 1999 to meet the need of globalization. As a result, the class size in college English teaching becomes larger and larger. The traditional teaching methods is inadequate in large-class English teaching. To solve problems as the students' passive learning attitude, the difficulty in giving and receiving feedback in time, it is desirable to attempt the approach of student-centered cooperative learning.Based on a review of learning theories and second language acquisition theories, this research attempts to find out how to change this environment and to provide more chances to communication by CL, to investigate the effectiveness of cooperative learning for the students' achievement, to coordinate the differing needs of the students, to examine the students' attitudes towards cooperative learning and the main factors affecting its implementation and especially to verify that CL is the effective writing teaching model and evaluation model in large class.In order to test the effectiveness of the cooperative learning approach in large-class English language teaching, the author designed an experiment with a pretest and protest. By using the T-test to analyze the results obtained in the qualitative and quantitative statistics, this thesis show that CL promotes language proficiency and achievement in final exam. In the end, the thesis lists teaching results, student and teachers'feedback and the problems remained.The present study proves the efficiency of CL and provides some suggestions to make good use of the CL in large class. In doing so, the English teaching model can be combined with the needs of learners and the society.