An Application Of Task-based Cooperative Learning Mode Into English Teaching In Secondary Vocational Technical Schools

At present, a number of major problems exist in English teaching and learning of some secondary vocational technical schools (SVTS). Firstly, traditional English Teaching pedagogy is still employed by English teachers. As a result, the classroom atmosphere is depressing, students lose interest in learning English, and there is almost no meaningful negotiation by using target language in class. Secondly, students'individual differences are ignored. The teacher offers the same level materials and keeps the same teaching approach for all students, thus the phenomenon that the teacher's teaching can not meet learners'needs crops up. Thirdly, some teachers use teaching materials mechanically. Consequently students can not communicate with others in English in real life. Therefore, the author tries to explore an effective English teaching and learning method to change the current situation of SVTS. Task-based Cooperative Learning Mode (TBCLM) is proposed at the time. It is a harmonious combination of task-based language teaching (TBLT) and cooperative learning (CL). TBCLM focuses on building learner-centered classroom, designing authentic tasks, creating similar real-life situations and providing more meaningful negotiation opportunities for students to complete tasks in target language by some methods of cooperative learning. It is supposed to improve learners'overall English proficiency, promote learners'motivation to learn foreign language, and enhance their learning confidence as well as cooperative ability.Implementing TBCLM into English teaching can help us eliminate defects of traditional language teaching pedagogy in SVTS in China. The ideas of TBCLM involves two important respects, one is teaching idea from task-based language teaching, and the other is learning thought from cooperative learning. Task-based language teaching offers successful framework for teachers and cooperative learning provides different methods of cooperation for students.The author analyzes the reasons why TBCLM is suitable for SVTS English teaching. Firstly, TBCLM is in accord with the characteristics of English teaching which include students'mental features and the educational purposes of SVTS. Secondly, the results of questionnaire show that TBCLM is suitable for students'learning styles. And at last, TBCLM embodies the ideas of teaching materials in SVTS. Therefore it is thought to be an effective and feasible English teaching and learning method for SVTS.In author's opinion, TBCLM has the following characteristics. 1) Attempting to create a learner-centered teaching and learning process. 2) Emphasizing on completing tasks in target language by cooperation. 3) Enhancing meaningful negotiation in English contexts. 4) Providing learning by doing opportunities for learners. In addition, based on the theoretical underpinnings of TBCLM which are constructivist learning theory, interaction theory and second language acquisition theory, TBCLM is constructed. The construction of TBCLM includes the following contents: designing cooperative learning tasks, choosing appropriate cooperative learning methods, shifting roles of the teacher and students, implementing TBCLM classroom teaching and evaluating teaching and learning. The author introduces them in detail in the study.To testify the hypotheses proposed by the author, a 15-week experiment is carried out in two classes of Marketing Major in Rizhao vocational technical school. One is the experimental class and the other is the control class. During the teaching process in experimental class, the author does the construction of TBCLM according to Wills'framework of task-based language teaching and methods of cooperative learning, moreover, effective assessment system is adopted. However, the traditional English teaching method (PPP) is employed in the control class. In the experiment, two tests are employed in two classes and oral tests are conducted before and after the experiment. When the experiment is over, interviews are conducted to some students only in experimental class. To analyze the results of the experiment better, the data of tests are processed statistically by using SPSS14.0 for windows.Before the experiment, the pre-test is hold in both the control class and the experimental class. From the results, we can see there is no significant difference between the control class and the experimental class in English listening, reading and writing. To test speaking, a pre-oral English test is conducted. The results show that students in both control class and experimental class have similar oral communicative competence. However, at the end of the semester, the post-test and post-oral test show significant differences existing between the two classes. Students'manifold abilities of English in the experimental class are much higher than the control class. The interviews in experimental class are conducted by author herself. The purpose is to know students'viewpoints and feelings about the new teaching method-TBCLM. The results show that students prefer TBCLM to the traditional teaching method, and the English classroom atmosphere in experimental class has become more active and relaxed than before. Meanwhile, students'motivation to learn English has been improved, and their self-confidence and cooperative skills have been enhanced.Undoubtedly, TBCLM is an effective method in English teaching. It will be helpful for English teachers in SVTS. However, during implementing TBCLM, the author finds out some challenges of the method and gives some suggestions for the future study.