On The Application Of The Cooperative Learning In Spoken English Teaching Of SEFC

With growing communication between China and foreign countries, English as a universal language, has more and more dominant status in society, and simultaneously, the demand for the competence of spoken English is on the increase. However, in the usual teaching, we find a considerable number of teachers attach little importance to spoken English teaching. Obsolete teaching strategies, random guidance and invariable training methods discourage students from being interested or active, resulting in their bad quality learning. Both teachers and students desire for a more scientific and effective teaching mode to activate oral English learning.Cooperative learning, born in the early 1970s in America, flourishes into one of the most important and successful reforms in teaching. It is not only perfectly suitable for oral English teaching of the new English material (SEFC) but also beneficial to stir up students' interest, increase their participation and strengthen the strategies of the learners. It's a main path to cultivate the students' ability of self- independence, the spirit of exploration, the consciousness of cooperation, and the competence of practice. As a good method to promote students' independent development, cooperative learning makes large-scale oral drills possible and doable.There're five chapters included in the thesis, first of which introduces the significance and methods of the research. The communicative competence of oral English is defined at the very beginning of Chapter II, followed by the introduction of teaching principles and methods of oral English. Moreover, the author presents the status and current situation of spoken English teaching. In ChapterIII, five important theories of cooperative learning are also analyzed in this thesis: social interdependence, choice theory, classroom instructional technology, motivational theory and social cohesiveness. Then the writer demonstrates the basic methods and principles of cooperative learning, which lays the theoretic foundation to the following chapter. The most important content comes from Chapter IV, where the application of cooperative methods to classroom teaching is mainly introduced. Based on the practice of several traditional cooperative strategies, the writer also puts forwards some new effective organizing forms which came from constant trials and exploration on SEFC during these years. Cooperative learning in the classroom is extended to extracurricular activities.In experiment chapter, the author compares the cooperative learning with traditional teaching methods in spoken English teaching by analyzing the data from the questionnaire and the test score of subjects from two groups, thus proving the approachable efficiency of the cooperative learning methods in improving speaking ability and cultivating students' creativity.