A Study On The Model For Group Work Instruction In The High School English Classroom

The use of pair and small group work in the foreign language classroom has been widely accepted both in theory and practice. However, it does not work as well as is expected, especially in the big classroom. Based on theories like the Cooperative Learning Theory, Constructivism, the Hierarchy of Needs Theory and the Interactive Theory, this study attempts to propose a model for group work instruction (PPRE) in the Chinese senior-high English classroom. In order to test the validity and feasibility of the model, the author of the thesis has conducted an experimental study for one term, trying to find answers to questions like whether pair and group work can help promote students' positive attitude toward learning the target language, which kinds of activities the students like most, and how we should deal with those negative factors which may debilitate effective learning on the part of the students while they work in groups.The study has focused on how to organize group work to complete the learning tasks in high school English classrooms, how to overcome the weaknesses of language teaching and learning in large classrooms, how to achieve successful target language interaction, how to improve students' language competence, and how to develop the students' ability of using the target language for real life communication.In the experiment, four steps were strictly followed for implementing the group work: presentation, practice, report and evaluation (PPRE). The effect on students' affect and attitude and students' favorite activities were investigated through questionnaire and interviews. Some negative factors were discussed, while possible strategies for solving the problems were also suggested in the study.The results of the study indicate that clear instructions, a variety of activities, enough demonstrations and proper feedback both from the students and the teacher...