| The main purpose of foreign language teaching is to improve the learners'communicative ability. The teaching time in class is very limited. How to create more opportunities for students to have communicative practice in the limited class is the key to improve the students' communicative ability. Interaction is the key to make communicative practice. The most interactive class activity is group work activity; therefore group work activity is adopted by many second language teachers for its unique advantages. First of all, group work activity can greatly improve the communicative practice. In the group work activity, students need to use all the language they have learned to exchange the information in order to complete the task together. In this situation, the communication is communicative and what the students pay attention to is the meaning of the language not the form of the language. Secondly, group work activity can improve the speaking rate of the students and can also increase the degree of the interaction. Group work activity is a kind of interactive cooperative learning pattern. Thirdly, group work activity can form a good language communication environment and an easy and funny learning atmosphere.However, the researcher found that the real classroom group work activity is very hard to accomplish the expected ideal effect through the class observation and class teaching practice. Therefore, the author wants to find the practical way to improve the effectiveness of group work activity.The research process is divided into three stages:First, the classroom observation---the researcher starts to observe the group work activity from the aspects of group type, the topic of the group, students'reaction in class and the role of the teacher. The results shows, in the primary stage of Chinese language class, there are some problems usually appear during the carrying out of group work activity: First, students cannot have effective interaction, only exchange information superficially. When one student is speaking, the others are daydreaming or preparing what they will say late; second, students do not master the necessary learning strategies in group work activity, for instance, they do not actively ask questions. When they do not understand what others are saying, they do not stop to negotiate. Third, teachers are lack of guidance or give improper guidance. The researcher hypothesized: Teachers play an important role in group work activity, from the preparation of the activity, for example, the choosing of the group type and the choosing of the topic to the guidance, feedback and summery during the group work activity are all the major factors to affect the success of the group work activity. Thus, the author assumes that the main reason of the low efficiency and bad communicativeness is due to the teacher do not put some trigger which can initiate the negotiation among the group; the teacher do not develop students'the awareness of negotiation through some conscious learning strategies training.Second, the teaching design---based on above hypothesis, the researcher formulate a teaching design to experiment how to increase the negotiation of meaning in group work activity in her own teaching practice while her students as the experimental subjects.Third, the experiment teaching---The findings of the experiment are:(1) when teachers design the group work activity, intentionally put some new words related to the text and the topic of that day's topic can increase the negotiation of meaning in the group work activity.(2) Before the group work activity begins, teachers should teach some common language form step by step to increase the negotiation of meaning and gradually build the awareness of negotiation.(3) During the group activity, teachers should channel off the conversation and remind the students to use the strategy of negotiation of meaning.Finally, the researcher based on the results of action research put forward some proposals for teachers of the primary stage Chinese class. |
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