The Adoption Of Cooperative Learning In Senior English Class

It has come to a common sense that senior school students have accumulated much English knowledge after several years'study, which can be reflected by their glorious marks. Strangely enough, they cannot freely and flexibly put their knowledge to use. The reason is that students cannot develop the communicative abilities and skills efficiently under teacher-centered classes. They are not given enough opportunities to involve themselves in class. What they need to do is to pay close attention to the teachers'statements and paraphrases. Some students would lose interest in learning English if they are constantly rejected to perform.The application of cooperative learning increases the students'chances of attending classroom activities and their communicative skills are greatly prompted under this teaching methodology. Before the team discussion, students are generally given time to work on the topic individually. Then team members will hold a discussion. During their interaction, students are encouraged to speak in the target language. With constant application of English, students could communicate more freely to express their thought.However, problems also occur while the cooperative learning is put into practice, and they call for solutions. This thesis aims to find the problems through the study of two cases and interview, and then proposes the solutions. One problem is that cooperative learning is applied in improper tasks. The second problem is teacher's confusion between group work and cooperative learning. The third problem is that teachers tend to ignore their feedback towards students in cooperative learning class. The fourth one is the overuse of first language. The last problem in cooperative learning class is the imbalanced opportunity distribution. Suggestions are put forward for the solution of the problems. The methods of observation and interview are adopted in the research.