An Empirical Study On "Individual Accountabilities" In Cooperative Learning In English Classes In Senior High School

Cooperative learning(CL) starts in the United States in the 1970 s and is widely applied in the 1980 s. It is not only a new teaching theory and strategy, but also a new kind of teaching and learning approach advocated by the new curriculum reform. However, the actual situation of CL in English classroom in China is not satisfactory. One of the problems is that some students escape their individual accountability.This study first investigates the current situation of CL in order to find out the problems of CL in English classes in senior high school through questionnaires and interviews. After that an experiment is conducted to find out whether the situation can be improved by applying specific regulations to individual accountability in English classes.The subjects of the experiment are from two classes of senior two who are taught by the researcher. There are 50 subjects in both the experimental class and the control class The only difference between the two classes is that the experimental class is taught with teachers’ specific regulations, focusing on individual accountability in CL while the control class is taught without teachers’ specific regulations on individual accountability at all. The experiment lasts from May to September, 2014.After the experiment, data are collected through investigation both in the experimental classes and the control classes by means of questionnaire and interview to compare the results. And then the data are analyzed with the aid of Excel 2007.The results of this study are as follows:First, the current situation of individual accountability in English classes in senior high school is not satisfying. As is shown in the investigation before the experiment, a large number of team members are not clear about their individual accountability at all and there is no clear task and role division in the team. Many students don’t make their efforts to carry out their own individual accountability in the while-task stage in English classes, resulting in certain group members losing interest and enthusiasm for cooperation in English classes, which goes against the purpose of CL to cultivate all students’ positive attitude towards English learning.Second, teachers’ specific regulations can really make a difference to the accomplishment of team members’ individual accountability in the group. Teachers’ specific regulation make sure every student is clear about the task in the group as well as his or her individual accountability. When teachers focus on individual accountability in the while-task stage, every student can take advantage of their strengths to contribute to the team task. They can feel the valve of themselves in the team, thus becoming more and more confident. Teachers’ specific regulations can improve the students’ participation and teachers’ views and attitudes to individual accountability in the team have a direct effect both on the development of the team and individuals.It is hoped that the thesis can be of some help and value to the teachers who will apply and are applying CL to their future teaching.