An Experimental Study On Cooperative Learning In Senior High School Vocabulary Teaching

This thesis makes an experimental study on the application of Cooperative Learning in senior high school English vocabulary teaching.Cooperative Learning rose in the United States in the early 1970 s and made substantial progress in the following decades.It received widespread attention from all countries in the world and became a mainstream teaching theory and strategy because of its remarkable effectiveness in improving the classroom atmosphere,improving students’ academic performance,and promoting the development of students’ good non-intelligence qualities.In order to change the current inefficient situation of senior high school English vocabulary teaching,the author applies the Cooperative Learning to senior high school English vocabulary teaching,with a view to improving students’ vocabulary competence.More importantly,the breadth of vocabulary knowledge is the basis for the development of vocabulary competence,and the depth is the deepening of vocabulary competence.Both together,they constitute the necessary conditions for the accuracy of vocabulary use.Therefore,this study mainly discusses the following three issues:(1)What are the effects of Cooperative Learning on the breadth of English vocabulary knowledge of senior high school students?(2)What are the effects of Cooperative Learning on the depth of English vocabulary knowledge of senior high school students?(3)What are the effects of Cooperative Learning on the the senior high school students’ learning attitudes towards English vocabulary learning?This study selected two parallel classes taught by the author as the subjects of the experiment,namely,Class 25 and Class 26 in Senior One of Handan No.1 Senior High School.Among them,Class 25 is the experimental class,using the CL vocabulary teaching mode,and Class 26 is the control class,using the traditional vocabulary teaching mode.The experiment began on September 8,2022,and lasted for three months.The research process includes the pilot test,the English vocabulary breadth and depth pre-test,the Cooperative Learning teaching experiment,the English vocabulary breadth and depth post-test,the experimental class questionnaire and the interview.The data of pilot test,pre-test and post-test are collected and put into SPSS26.0 to synthesize and analyze.The interview results are recorded carefully and translated into English.The results show that the Cooperative Learning can improve the breadth and depth of students’ English vocabulary knowledge.From the results of the breadth tests of English vocabulary knowledge,the vocabulary breadth of the students in Class 25 of the experimental class has increased by 189 than that of the students in Class 26 of the control class.From the results of the depth tests of English vocabulary knowledge,there is no significant difference between the two classes in terms of vocabulary meaning,but in terms of vocabulary collocation and vocabulary use,the students in the experimental class scored significantly higher than those in the control class.The results of the questionnaire and interview show that the students in the experimental class generally accept the Cooperative Learning teaching mode and believe that it can help them learn vocabulary well.At the same time,this study also enlightens senior high school English teachers to take students as the main body and pay attention to improving the breadth and depth of students’ vocabulary knowledge.However,limited by the current conditions,this study still has the following shortcomings,such as the experimental time is not long and the experimental object is not wide.