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研究生:林美杏
研究生(外文):Mei-Hsing Lin
論文名稱:國小英語合作學習活動型態及其影響英語學習之研究
論文名稱(外文):Implementing Cooperative Learning in an EFL Elementary Classroom: Forms of Activities and Their Impacts on English Learning
指導教授:姚嘉苓姚嘉苓引用關係
指導教授(外文):Jia-Ling Charlene Yau
口試委員:曾守得卓淑美
口試委員(外文):David S.D. TsengShu-Mei Gloria Chwo
口試日期:2011-07-13
學位類別:碩士
校院名稱:靜宜大學
系所名稱:英國語文學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2011
畢業學年度:100
語文別:英文
論文頁數:139
中文關鍵詞:合作學習互動英語學習領導能力
外文關鍵詞:cooperative learninginteractionEnglish learningleadership
相關次數:
  • 被引用被引用:21
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  • 評分評分:
  • 下載下載:250
  • 收藏至我的研究室書目清單書目收藏:2
本研究旨在透過小組合作學習,探討國小五年級學生小組成員間的群組互動,及其對英語學習與情意發展的影響,以提升英語學習效果。本研究以彰化縣某國小三十二位五年級學生為研究對象,接受為期十二星期的合作學習之教學。在本研究中,教師兼研究者採用合作學習中小組成就區分法、小組遊戲競賽法、共同學習法。資料收集方面為課室觀察、訪談和隨堂測驗。本研究的主要發現摘述如下:
1. 以教師領導和統一集中模式的合作學習活動,控制了訊息的傳遞,並使
得溝通的目的無法達到;相反的,分散式的合作學習活動,創造了一個刺激和鼓勵英語學習的環境,藉由小組合作學習而促進、增長學習成效。
2. 小組合作學習影響了學生英語聽、說、讀、寫、字彙和閱讀的能力。
3. 小組合作學習提供學生一個較少壓力的英語學習環境。在此之下,學生
較能對自己感到有信心,樂於向學。
4. 小組長的領導風格會影響小組的學習和討論。以民主為領導風格的組
長,著重組員彼此的交流與討論,使得組員比較能夠高度參與決策過
程。
以上研究結果顯示,合作學習有助於小組討論、互動和提升英語學習;然而,運用合作學習在以英語為外國語的教室中,國小英語教師必須了解合作學習可能帶來的問題和困難,才能提升其英語學習效果。

This action research aimed to examine the impact of cooperative learning in an English-as-a-Foreign-Language (EFL) classroom. Thirty-two fifth grade students in one elementary school in Changhua County were chosen to participate in this study, and they received cooperative training for twelve weeks. In this study, the researcher-as-teacher implemented three cooperative learning methods: Students’ Teams Achievement Division (STAD), Team Games Tournament (TGT) and Learning Together (LT), to encourage students to help each other in solving problems and completing school assignments. Data was collected through observations, interviews and quizzes. Data analysis showed four major findings. First of all, in teacher-led discussions, the centralized patterns of group activities controlled the delivery of material, and the aim of the communicative exercises could not be achieved. On the contrary, when students interacted in the decentralized patterns of group activities, an environment that stimulated and encouraged language learning was fostered by cooperative group work. Secondly, cooperative learning could improve English learning in listening, speaking, reading, writing, vocabulary, and grammar learning. Thirdly, cooperative learning in groups offered a sense of security to the fifth graders in learning English without pressure. Under such a circumstance, they were more likely to succeed in schoolwork and therefore felt better about themselves. Fourth, it was found that different leadership styles might influence group member’s learning and discussion. The democratic leaders routinely and regularly communicated with their group members, and their group members became highly involved in making discussion decisions. To sum it all up, this study showed that cooperative learning provides an opportunity for discussion and interaction as the fifth grade students participate in groups, which enhances English learning. However, it is recommended that elementary school English teachers need to consider the possible obstacles and difficulties, such as time limits and classroom management when employing cooperative learning in an EFL classroom.
TABLE OF CONTENTS
CHINESE ABSTRACT i
ENGLISH ABSTRACT ii
ACKNOWLEDGEMENTS iv
TABLE OF CONTENTS v
LIST OF TABLES ix
LIST OF FIGURES x
CHAPTER ONE: INTRODUCTION 1
Research Rationales 1
Purposes of the Study 4
Definition of Terms 5
CHAPTER TWO: LITERATURE REVIEW 7
Theoretical Foundations of Second Language Acquisition 7
Theoretical Foundations of Cooperative Learning 8
Cooperative Learning Model 9
Student Teams Achievement Divisions (STAD) 10
Teams-Games-Tournaments (TGT) 11
Learning Together (LT) 12
Characteristics of Cooperative Learning 13
Positive Interdependence 13
Individual Accountability 14
Face-to-Face Promotive Interaction 14
Social Skills 14
Group Processing 14
Group Discussion 15
Group Dynamics 15
Comparisons Between Cooperative Learning Groups and Traditional Learning Groups 15
Small Group Cooperative Learning in Second/ Foreign Language Teaching and Learning 17
Pedagogical Advantages 17
Psycholinguistic Support 19
Affective Factors 19
Studies and Research Findings on Small Group Cooperation 20
Limitation of Previous Studies 24
Research Questions 25
CHAPTER THREE: METHODOLOGY 26
Action Research 26
Theoretical Frameworks of Action Research 27
Theoretical Framework: Theories of SLA and Theories of Cooperative Learning 27
Research Site 28
Participants 29
Methods of Data Collection 31
Participant Observation 31
Interview 31
Instrument 32
Group Work 32
In-class Tests 33
Teaching Procedures 34
Methods of Data Analysis 36
CHAPTER FOUR: FINDINGS AND DISCUSSIONS 38
Forms of Activities within Groups 38
Teacher-led Discussion 39
Student Leader-led Discussion 41
Free Discussion 49
The Influence of Cooperative Learning on English Learning from a Linguistic Perspective 51
The Impact on Listening 52
The Impact on Speaking 55
The Impact on Reading 61
The Impact on Writing 64
The Impact on Grammar Learning 72
The Influence of Cooperative Learning on English Learning from a Non-Linguistic Perspective 75
The Impact on Affective Development 76
The Impact of Leadership on Learning 81
CHAPTER FIVE: CONCLUSIONS AND LIMITATIONS 95
Summary of Findings 95
Pedagogical Implications 97
Limitations 100
Suggestions for Future Studies 101
REFERENCES… 103
Appendixes… 111
Appendix A: Students’ English Proficiency Level 111
Appendix B: Scores of the four Units in each Group 112
Appendix C: Group Participating Sheets 114
Appendix D: Interview Questions 115
Appendix E: A Quiz Sheet of Unit Two 117
Appendix F: Format of Quiz Score Sheet 119
Appendix G: Cooperative Learning Lesson Plan 120
Appendix H: Competence Indicators or Benchmarks of Grade 1-9 Curriculum Guidelines 122
Appendix I: Scores on Each Leadership’s Type 126
Appendix J: Writing Homework 127











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