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：．’：冷＾菊线＾’酵’—：Ｈ３１５．９单位代码０６３６：姨分类号；１．＾、＞＇＇？－－、密级＞＾．，：公开请。＊■学号：Ｊ２０１３Ｑ６０Ｑ１＾：＾常’：獻心章ｆ卸範：＾麥＾＾专业学位硕±论文Ｉ胃＇＂、＇、－－．－－－：巳占＇．Ｖ／…ｖ＾＾、＇—這中文论文題目：合作学习在初中奥语试卷讲巧课中的应＿＾用研究；祭女’？？？：ＴｈｅｓｔｕｄｙｏｆＣｏｏｐｅｒａｔｉｖｅｅａｒｎｉｎｇｉｎ产Ｖ、英文论文巧目Ｌ声＾ＣｏｍｍｅｎｔｉｎｇＥｎｇｌｉｓｈＴｅｓｔＰａｐｅｒｓｆｏｒＪｕｎｉｏｒ知讯。ｈＳｃｈｎｎｌ满若、、－、：為巧巧私．叩ｖ）：＾於靑私．＇论文作者：＾＾专业学位类别：＾＼教紐＾：：．－－＾－业领域：学科教学（英语）為乂，占专ｉ．，言防论文形式：Ｉ三研；哭满；齡輪—傾？￣￣．？日期：〇１有论文提交生．气＿讲巧―＿｝．月＿０＿公话＾－－一一－－．日期５．心论文答辩：２０１年ｎ月２６日皆斑咖尋難’綱纖酒齡苯ｍ苗ｍｍｍＭ、 四川师范大学学位论文独创性声明本人声明：所呈巧学位论义合作学习在初中英语试卷讲评课中应用研究是。经注本人在导师化指导下，独立进行研究工作所取得的成果除文中已明。引的内外，本论文含任何其他个人或集已经发表或撰写过的作品或成果用容不体。本文的究ｌｉｌ确本声对研做出重要贡献的个人和集体，均已在文中明方式标明明人承担。的法结果由律本－－：人诺已提交的学位论文电子版与论文纸的内容致。如不符而引本承本因上。起的学术声誉的损失由本人自负：日学位论文作者；签字日期ｒ年＞ｉ 摘要合作学习在初中英语试卷讲评课中的应用研究硕士研究生：XXX指导教师：XXX摘要:试卷讲评属于初中英语教学的重要课型之一，但在平时的教学活动中，试卷讲评课“高耗时，低效能”现象却普遍存在。试卷讲评课是帮助学生查漏补缺，归纳复习旧知，培养学生综合运用能力的重要课型，此外也是教师了解学生，改进教法，及时调整教学策略，提高教学效率的重要环节。因此上好试卷讲评课显得尤为重要。2011年新课改中明确指出了教育的目的是：一切为了学生，为了学生的一切。明确了学生是学习的主体，因此，作者意识到在试卷讲评课中，调动学生的积极性认真参与课堂，充分发挥学生的主体作用提高教学效果是解决这一问题的突破点。本文作者通过梳理了试卷讲评课在国内的研究发现，几乎所有研究者都认识到了学生在学习中的主体作用,开始有意识使部分优等生参与到课堂中来。但如何调动更多的学生参与到课堂中来，却很少被提到。合作学生也被证明在很多科目中是一个受欢迎的，有效的教学方法。如何实现合作学习与试卷讲评课的有机结合，相关的研究和具体的措施还很欠缺，因此在这篇论文中，作者尝试在试卷讲评课中应用合作学习,本论文从过程教学法引入，并从认知发展理论，动机理论和认知精致理论三个方面阐述了理论对合作学学习在初中英语试卷讲评课中的指导意义，梳理了合作学习在教学中的应用研究，阐述了合作学习的五大基本要素：正相互依赖、个人责任、社交技能、小组自评、混合编组，同时也梳理了试卷讲评课在国内的研究，阐述了有效的试卷讲评课的要素及其在英语教学中的重要性。作者采用了问卷调查法，课堂观察法，利用“某某中学八年级学生关于试卷讲评课的问卷调查”、“某某中学八年级实验班实施合作学习后的问卷调查”，同时教师访谈法并通过实验班学生受训前后的成绩进行比较分析。结果显示：1）I 四川师范大学硕士学位论文通过在试卷讲评课中施行合作学习，86.66%的学生更爱学习英语，93.11%的同学认为他们在在课堂上的问题得到了有效解决。2）试验后，实验组班级平均分提高了6.42%，达到了显著水平（P=0.002）而对照组班级平均分仅提高了0.74%，没有达到显著水平（P=0.386）.此外在实验组中，原前测平均分大于等于90分的这部分同学，试验后他们的平均分减少了5.69%；平均分为80-90的提高了5.69%，70—80的提高了15.87%，60-70的提高了20.05%，不足60的提高了41.57%。总之，除了少数90分以上的同学，其余同学的成绩都得到了提高，其中80分以下的同学成绩提高最多。由以上结果得出结论：在某某中学实施合作学习的英语试卷讲评课是切实有效可行的，明确的小组成员分工有利于调动学生积极性促进合作学习，合作学习能搞提高学生学习英语的兴趣。从长远来看，应用合作学习在试卷讲评课中是形成良好的语言学习环境的一个重要因素。因此，合作学习值得在试卷讲评课中广泛的应用。关键词：试卷讲评课合作学习明确的责任划分II AbstractThestudyofCooperativeLearninginCommentingEnglishTestPapersforJuniorHighSchoolAbstractMACandidate:XXXAdvisor:XXXTheclassofcommentingEnglishtestpaperisoneofessentialandindispensableclassesinteachingEnglishinjuniorhighschool.However,itisregardedasatypeofclassthatoccupiestoomuchtimebutgetsbadresults.Thisclasshelpsstudentsgettoknowhowtheylearnandtrainstudents’comprehensiveability.Inaddition,ithelpsteacherstoknowaboutstudentsandimprovetheirteachingstrategyandskilltoimprovethequalityofteaching.Therefore,itisdeservedtobespeciallypaidattentiontohaveagoodclassofcommentingEnglishtestpapersinjuniorhighschool.Also,theNationalNewEnglishCurriculuminJuniorhighschool(2011)hasclearlystated“Aimeducationforallstudents”.Itisclearpointedoutthatstudentsaremainbodyoflearning.Forthisreason,theauthorrealizedthatstimulatingstudents’intereststobeactiveintakingpartintheclasstoembodythemainbodyofstudentsfullyinlearningmaybeamajorbreakthroughtoimprovethisclass.Inthisthesis,theauthorreviewedthestudyoftheclassofcommentingEnglishtestpaperathomeandfoundthatalmostalltheresearcherspointedoutthesignificanceoftheroleofstudents’mainbodyinlearningandevenencouragedsometopstudentstoparticipateinthisclass.However,howtostimulatemorestudentstotakepartintheclassisfewerproposed.Also,cooperativelearninghasincreasinglybeenprovedapopularandproductiveformofactivepedagogyandhasbeenwidely-usedinabroadrangeofsubjectsincludingIII 四川师范大学硕士学位论文English.Nevertheless,thestudyabouthowtoimplementcooperativelearningwellintheclassofcommentingEnglishtestpapersisrarelydone.Therefore,inthisthesistheauthormadeanattempttothestudyofapplicationofcooperativelearningintheclassofcommentingEnglishtestpapersinjuniorhighschool.Inthisthesis,theauthoradaptedtheprocess-focusedmethodandreviewsthedevelopmentaltheory,thecognitiveelaborationtheoryandthemotivationtheoryasthefoundationandtheoreticalconsiderations.Italsoreviewsthedefinitionofcooperativelearningathomeandabroadinteaching,discussingthefivebasiccomponentsofcooperativelearning:positiveinterdependence,face-to-faceInteraction,individualaccountability,interpersonalgroupskillsandgroupprocessing.。Inaddition,italsoreviewsthestudyoftheclassofcommentingEnglishtestpapersathomeandstatesthebasicelementsandthepracticalvalueoftheapplicationofcooperativelearningofcommentingEnglishtestpapersinteachingEnglish.TwoquestionnairestostudentsandoneinterviewtoEnglishteachersarespeciallydesignedforthestudentsofGrade8andEnglishteachersofGrade8separatelyinxxxMiddleSchool.Inaddition,theresultsandthetwotestresults,thepre-testandpro-testthespringof2014andthefallof2014areanalyzedinthepaper.Analysisofthequantitativequestionnaireresults，thecomparisonbetweenpre-testandpost-testofstudentsandinterviewstostudentsshowedthattheparticipantsgenerallytendtowardssupportingtheimplementationofcooperativestrategiesinteachingthiskindofclasses.Resultsareasfollows:1）AfterimplementingcooperativelearningintheclassofcommentingEnglishtestpapers,86.66percentofstudentslovetostudyEnglishmore.93.1percentofstudentsagreemostoftheirproblemscanbesolvedinclass.2)Asforacademicachievements,intheexperimentgroup,theclassmeanscoresofpre-testare83.9whileaftertheexperiment,meanscoresare88.27.Itincreased4.37by6.42%.Theoutcome(P=0.002)reachedanextremelyremarkablelevel.However,inthecomparisongroup,meanscoresofpre-testare86.63whilemeanscoresofpro-testare87.36.Itincreased0.74by0.74%.Theoutcome(P=0.386)hadnoobviousdifference.Also,aftertheexperiment,forstudents’meanscoresofequalorIV Abstracthigherthan90inthepretest,theirmeanscoresreduced5.69%.Meanscoresof80-90increased5.69%.Meanscoresof70-80increased15.87%.Meanscoresof60-70increased20.05%.Meanscoresoflessthan60increased41.51%.Excepttopstudents(≥90)fellbehindalittle,allthestudentsgotimprovedalot.Particularly,thestudentswhoseinitialscoresarelessthan80gotimprovedmost.Inaconclusion,theresultsalsoidentifiedthatitiseffectiveandfeasibletoapplycooperativelearningintheclassofcommentingEnglishtestpapers;clear-divisionofgrouppromotesdefinitelycooperativelearning;students’learninginterestsinEnglishwasenhancedgreatly.Itisacriticalfactortoformanenjoyableandsuccessfullanguagelearningatmosphereinthelongrun.Therefore,thistechniquedeservestobewildlyimplementedinhavingtheclassofcommentingEnglishtestpapers.Keywords：CommentingonEnglishtestpapersCooperationLearningtheApplicationofCooperativeLearningtotheClassofCommentingEnglishTestPapersV ContentsContents摘要...................................................................................................................................IAbstract...........................................................................................................................IIIContents.........................................................................................................................VIIChapterOneIntroduction.................................................................................................11.1ResearchBackground..............................................................................................11.2PurposeoftheStudy................................................................................................11.3SignificanceoftheStudy........................................................................................21.4StructureoftheThesis.............................................................................................31.5SituationofStudentsEnglishLearninginXXXMiddleSchool............................4ChapterTwoLiteratureReview........................................................................................62.1DefinitionofCooperativeLearning........................................................................62.2ThebasicFiveElementsofCooperativeLearning.................................................72.2.1PositiveInterdependence..................................................................................72.2.2FacetoFaceInteraction....................................................................................82.2.3IndividualAccountability.................................................................................82.2.4InterpersonalGroupSkills................................................................................82.2.5GroupProcessing..............................................................................................92.3TheoreticalFramework...........................................................................................92.3.1TheZoneofProximalDevelopment.................................................................92.3.2CognitiveElaborationTheory.........................................................................102.3.3MotivationTheory..........................................................................................112.4DefinitionandImportanceofClassofCommentingEnglishTestpaper..............112.4.1DefinitionofClassofCommentingEnglishTestpaper.................................112.4.2TheSignificanceofCommentingEnglishTestpaper....................................122.5TheBasicElementsofanEffectiveClassofCommentingEnglishTestPaper....13VII 四川师范大学硕士学位论文2.5.1AClearTeachingGoal....................................................................................142.5.2TheAuthenticandUsefulTeachingMaterials................................................142.5.3StudentsBeingProactiveinTeaching.............................................................152.5.4ErrorsandMistakesCorrectedbyStudentsValidly.....................................152.6ThestudyofCooperativelearningtotheclassofCommentingEnglishTestpaper16ChapterThreeMethodology...........................................................................................183.1ResearchQuestions................................................................................................183.2Participants............................................................................................................183.3Instruments............................................................................................................183.3.1Questionnaire..................................................................................................183.3.2Interview..........................................................................................................193.3.3ClassObservation............................................................................................193.3.4Test..................................................................................................................193.4Procedures..............................................................................................................193.4.1Clearly-responsibilityAllocation....................................................................203.4.2ObservingandMonitoringBehaviorsofStudents..........................................213.4.3QuestioningStudentsabouttheCooperativeLearning...................................223.4.4InterviewingStudentsandTeachers................................................................223.5DataCollectionandAnalysis.................................................................................223.5.1QuestionnaireAnalysistoStudents.................................................................223.5.2Interviewtoteachers.......................................................................................263.5.3ResultsofClassObservationandInterview...................................................273.5.4Resultanalysisofpre-testandpro-test...........................................................27ChapterFourFindingsandDiscussions..........................................................................364.1Students’InitiativeandEnthusiasmofLearningEnglish......................................364.2Students’AcademicAchievements........................................................................374.3Clearly-responsibilityAllocationandSystematicRules.......................................38ChapterFiveConclusion.................................................................................................40VIII Contents5.1Conclusion.............................................................................................................405.2Implications...........................................................................................................405.2.1ImplicationforStudents..................................................................................405.2.2ImplicationforTeachers.................................................................................415.2.3ImplicationforSchool....................................................................................415.3Limitations............................................................................................................425.4FutureResearchSuggestions................................................................................42Acknowledgements.........................................................................................................44Bibliography...................................................................................................................45AppendixⅠ.....................................................................................................................52AppendixⅠEnglishVersion.......................................................................................53AppendixⅡ.....................................................................................................................54AppendixⅡEnglishVersion..........................................................................................56IX ChapterOneIntroductionChapterOneIntroduction1.1ResearchBackgroundCommentingonEnglishtestpapers(CETP)isanimportanttypeofEnglishteachinginjuniorhighschool.However,therearemanyproblemsexistinginthiskindofclass.TheNationalNewEnglishCurriculuminJuniorhighschool(2011)hasclearlystated“Aimeducationforallstudents;establishacommonbasefortheirdevelopmentinEnglish.Frequentthedirectionsofstudystrategy,trainstudents'self-studyability.Usetheteachingmaterialscreativelyinpracticalteaching.”Therefore,theteachermustadjusttheirtraditionalandout-of-dateteachingideasandstrategies.Thatistosay,weneedtochangethetraditionalteacher-centeredteachingparadigmtogivetheclassroombacktostudents,givingthemmorefreedomtoparticipatetheclass.InlightoftheinfluenceoftheNewCurriculumreform,manyeducationalauthoritieshaveplayedmuchattentiononnewattempts,encouragingschoolsandteacherstotrytheirbesttoputtheideasofthenewcurriculumreformintouseintheirroutineteaching.Forthisreason,plentyofnewEnglishclassesbyfamousandexperiencedteachershavebeenshowedtowatchandfollow.Whereas,noorfewthispatternclasshavebeenshowed.However,thepatternofcommentclassofEnglishtestpaperisanessentialandindispensableclass.Somestudiesonthisathomeandabroadaresoscanty.Itisobviousthatthisclassdoesn’tgetenoughattentionthatshouldhavebeenpaid.1.2PurposeoftheStudyIntheearly1990s,cooperativelearningcameintouseinChinaandachievedalot.However,itisseldominhavingaclassofcommentingEnglishtestpaper.Therefore,thisstudyaimsathowtoimplementcooperativelearningintheclassof1 四川师范大学硕士学位论文commentingEnglishtestpaperswiththehelpoftheoryofteachingandcooperativelearning.Italsoadaptedpropergroup-divisionmethodsandmadesomeattemptsandexplorationsaccordingtothepracticeofEnglishteachinginordertoseekaproper,effectiveandfeasibleteachingmodel.ThroughthestudyofimplementingcooperativelearninginclassofcommentingEnglishtestpapers,itishopedtocultivatestudents’learningskillsandsenseofcooperation,stimulatestudents’learninginterestsandmotivationandimproverelationshipbetweenteachersandstudents.Therefore,theauthortriestoimplementcooperativelearninggroupinthiskindofclassanddoanempiricalstudy,hopingtofindtheanswerstothesequestionsbelow.1.IfitiseffectiveandfeasibletoputthestrategyofcooperativelearningintouseinhavingaclassofcommentingEnglishtestpaperinjuniorhighschool?2.Howcanthegroupmembersbewellallocatedandorganizedtoimplementcooperativelearningsmoothly?3.WillitmakestudentsmorepositiveinlearningEnglishandimprovedingradesafterimplementingcooperativelearninginclassofcommentingEnglishtestpapers?1.3SignificanceoftheStudyForteachers,ontheonehand,manyateacherignoredtheimportanceofthiskindofclass,puttingalltheirattentiontothenewclassteaching.Insteadofpreparingwellforthiskindofclass,theyjustcopytheanswersontheblackboardorinterpreteveryproblemtheythinkstudentsmayhaveindetailswithoutthinkingaboutstudents’subjectpositionandcognitivefeatureinlearning.Theyarealwayscomplainingthatstudentsarenotabletoimprovethemselvesbyhavingthiskindofclassalotsothattheyalwayscriticizestudentswhoalwaysmakethesamemistakesorerrorsinfailinggettinggoodgrades.Ontheotherhand,therearefewopen-classesshownbyprofessionalteachers,muchlessdonetheresearchonthiskindofclass.Instudents’views,theythinkitisawasteoftimeandinefficientforthemtoimprovetheirgrades.Sometimestheyareanxiousandstressedoutforhearingtheirmarksreportedbyteachers,gettingbutterfliesintheirstomachsduringhavingthis2 ChapterOneIntroductionkindofclass.Theresultofitisthatthismakesitdifficultforthemtoconcentrateonwhatteacherssayintheclass.Theresultsofthisclasscansurebeimagined.Cooperativelearninghasbeenprovedtobeeffectiveandfertilelearningmethodinteachingbymanyeducationalspecialistsandresearchers.1)Cooperativelearningcannotonlydevelopstudents’cognitiveabilitybutalsoobtainpleasurefromlearningtomeettheneedofstudents’psychology.Duringtheprocess,italsohighlightsthefunctionsatstudents’affectionandfriendshipsofteachingandcultivateanddevelopstudents’non-intellectualfactors,aimingattheharmoniousdevelopmentofintellectualeducationandmoraleducation.2)Theapplicationofcooperativelearningfostersstudents’consciousnessofcooperationandteamwork,makethemknowthecollectiveforce,sharethepleasureofsuccessandreallyexperiencethepleasureoflearning.3)Itishelpfultocultivatetheabilityofteachers’roleschangingtomakethem“managers”，“advisers”,“counselors”，“participatorsofanactivity”orotherrolesinteachingtomaketeachingmoreeffective,echoingtheideaofnewcurriculumreform.4)Italsoimprovesthequalityofteachersandstudents,openstheeyesofteachingandresearchpracticemovementandimprovesEnglishteachinglevel.Inaddition,thefamousGermaneducator,Diesterwegsaid:"Educationisnottheartofcommunicationskills,buttoinspire,awakenandinspirestudentsinateachingart.Itisbyusingcooperativelearningthatstudents’learningdesiresareabletobeinspired,waken.Consideringsomanyadvantagestoperformcooperativelearninginteaching,theauthorintroducedthestrategyintohavingthisclass,hopingtomakealittlecontributiontothestudyofhowtomakethiskindofclasseffective.1.4StructureoftheThesisInthisthesis,theauthorexplainsindetailshowtousethismethodandhowtobuildlearningteamsaccordingtoherteachingexperience.Thegroupmemberswillbeassigneddifferentrolestoensurethegoodeffectofcooperativelearning.Thisthesisis3 四川师范大学硕士学位论文madeupoffivechapters.Thefirstchapterisabouttheresearchground,purposeofthestudy,significanceofthestudyandsituationofstudents’EnglishlearninginXXXmiddleschool.Thesecondchapterreviewsthedefinitionofcooperativelearningathomeandabroad,discussingthefivebasiccomponentsofcooperativelearning:positiveinterdependence,face-to-faceInteraction,individualaccountability,interpersonalgroupskillsandgroupprocessing.Inaddition,italsostatesthedevelopmentaltheory,thecognitiveelaborationtheoryandthemotivationtheoryasthefoundationandtheoreticalconsiderationsAlso,itreviewsthedefinition,basicelementsandthestudyofapplicationofcooperativelearningoftheclassofcommentingEnglishtestpapers.ChapterThreeisaboutmethodologyusedinthestudy,whichincludesresearchquestions,participants,instruments,proceduresanddatacollectionandanalysis.ChapterFourismainlyaboutfindingsanddiscussion.ChapterFivetellsaboutimplicationsforstudents,teachersandschoolsbesideslimitationsandfutureresearchsuggestions.1.5SituationofStudentsEnglishLearninginXXXMiddleSchoolXXXmiddleschool,akeyschoolinXXXDistrictisinXXXcityofXXXprovince,whichliesinthewestdistrictofXXX.Owningtothebadinfluenceofthepresentpolicyofcollegeentrancetestandtheillimpactoftraditionaleducationidea,moretestpapersconsideredastheweapontoobtain“knowledgeandskills”,thoughthesystemisbeingimprovednow;students’gradesarestillpaidgreatattentions,ignoringthesignificanceoftheprocessandmethodoflearning.Inaddition,comparedwithcityschool,thedistrictschoolfacestheseproblems:poorerteacherresourcesandweakereducationalequipment.Inordertoattractmorestudents,theschoolsparesnoeffortstopushteachershardtoimprovestudents’grades.Manyaso-calledstrictly-managedschoolshasmanykindsofexams:weekly,monthly,mid-termexamsandfinal-termexams.Asaconsequence,itisapttoleadingtooverweightloadofstudy.Ofcourse,theclassofcommentingEnglishtestpapersishadalmosteveryweek.Usuallyteachersaremainspeakersandchoosesomedifficultproblemstheythinkto4 ChapterOneIntroductionexplaintostudents.Asaresult,theyareusuallyexhaustedandpainfulduringtheclass.Someteacherstriedtoasksometopstudentstointerpret.However,itdoesn’treceiveanygoodresultsstill.Onthecontrary,thestudentsfeelboredandtiredinthiskindofclass.Intheirviews,itisawasteoftimetohavethiskindofclass.Torelieveteachers’fromover-loadedworkandstimulatestudentstobeactiveinclass,theauthordidthestudy.5 四川师范大学硕士学位论文ChapterTwoLiteratureReview2.1DefinitionofCooperativeLearningCooperativelearning,asagreatlycogentmethod,iscapableofequippingstudentswithessentialdiversifiedabilitiesandcognitionandsocialskillstomakeitmorepossibleforthemtosucceedinlearning（Chan,2014）Therearemanydefinitionsaboutcooperativelearningfromtheresearchersallovertheworld.Itisasetofinstructionalstrategiesinwhichemploy(s)smallteamsofpupilstopromotepeerinteractionandcooperationforstudyingacademicsubjects(Sharan,1980).Itisalsoateachingtechniqueswhereallstudentsworktogethertoachieveacommongoalwiththeirabilities.Thewholegroupwillberegardedsuccessfulasstudents’successinacooperativecontext(Basamh,2002;Slavin,1996).CooperandMueck(1990)thoughtcooperativelearningasastructuredandsystematicinstructionaldesigninwhichsmallgroupsworktogethertoachieveacommongoal.Thecooperativelearningis“theinstructionaluseofsmallgroupssothatstudentsworktogethertomaximizetheirownandeachlearning”(Johnsonetal.,1992).Dillenbourg(1999)notedcooperativelearningisalearningcontextwheretwoormanypeopleattempttolearnsomethingtogether--afreeexchangeofideas(Boxteletal,2000)withanemphasisonstudents'masteryofconceptstaught(Good＆Brophy,1990)andtheelaborationoftalkabouttheconceptsinvolvedinaparticularfieldthatencourageslong-termretention(Bruffee,1984,andTrimbur,1989).Guptaagreed(2004)thatcooperativelearningalsooffersamorefavorablelearningenvironmentforminoritygroupsaswellasmaturestudents.Israel'sfamousTelAvivUniversityeducationpsychologistSharon(1990)notes,"Cooperativelearningistoorganizeandpromoteaseriesofmethodsofclassroomteaching.Amongthestudentsinthelearningprocess,cooperationisthebasiccharacteristicsofallthesemethods.Inclass,betweencompanion'scooperationisthroughtheorganizationofstudentsingroupactivities,6 ChapterTwoLiteratureReviewwhichusuallyworksingroupsofthreetofive.Associalorganizations,thestudentsingroupslearnthroughthepeerinteractionandcommunicationandlearnthroughpersonalresearchaswell.Itisateachingarrangementwhichmeanssmallandheterogeneousgroupsofstudentsworktogethertolearnforacommongoalandareresponsibleforthepeer’slearningaswellastheirown.(Kagan,2010;Davoudi,A.H.M.,&Mahinpo,B.,2012)InChinathefamouseducator,WangTannotedthatcooperativelearninggenerallyutilizestheinteractionofsystematicaldynamicteachingsourcestoencouragestudentstolearn,andthegroupmarkstojudgeifstudentsachievedtheteachingaimsinaheterogeneouscooperativelearninggroup.Uptonowthereisstillnoaccurateanduniteddefinitiongivenbylinguistorresearcher.InChinathedefinitionofWangTaniswidelyacknowledgedanauthoritativeandwidelyacceptedexplanation.Learningreferstobeingsocializedinessence.Thefunctionofateacherisnotthemainsourceoflearning.Heorsheismorehopedtobecatalyst.Itencouragesallstudentstoparticipateinclassandlearnfromandwitheachother.(Cohen,1993)..TheauthorsharesthesamethoughtwithCohen.Thestudentsaresupposedtotaketheownershipintheirlearningprocess.2.2ThebasicFiveElementsofCooperativeLearningTherearestillnocompletelyagreementsontheessentialelementsforimplementingcooperativelearningsuccessfullyandwhatkindsofelementsofcooperativelearningrealizehigheracademicperformance(Bak,1992,p.1).Theperspectivediscussedpresentlyiswidelyacceptedandacknowledged(Bak,1992;Johnsonetal.,1992;Slavin,1995).InJohnsonandcolleagues,therearefivenecessarycomponentsofcooperativelearning:positiveinterdependence,Face-to-FacePromotiveInteraction,IndividualAccountability,InterpersonalGroupSkillsandGroupProcessing.2.2.1PositiveInterdependence7 四川师范大学硕士学位论文Thefirstoneispositiveinterdependence,whichgeneratesthesensethat“wesinkorswimtogether”(Johnsonetal,1998)，whichgeneratesthesensethat“wesinkorswimtogether”(Johnsonetal.,1998).Itisthesenseofworkingtogetherforacommongoalandcaringabouteachother’slearning(Sharan,1980).Whenpositiveinterdependenceisestablished,eachmember’sendeavorinthegroupisalwaysrequiredandsheorhetakesdifferentroleandresponsibilityforapartofthegiventask.Thegroup’ssuccessfulnessisthecontributionsfromeverymemberinthegroup.Withoutpositiveinterdependence,learnersoccasionallyfallintothetrapof“hitchhiking”wheretheyletonelearnerdoalltheworkforthem,orofbeing“offtask”(Cohen,1994).2.2.2FacetoFaceInteractionThesecondoneisfacetofaceinteraction.Theteachersaresupposedtoencouragestudentstouseverbalandnonverbalcommunicationtointerpretorexplainlearningmaterialstoeachotherordealwiththeproblemstheyencountered.Studentswillbeprovidedadequateandenoughtimetotalktheirtestpapers,assistingeachother.2.2.3IndividualAccountabilityThethirdisindividualaccountability.Thiselementemergeswheneachlearnerbelievesthatlearningher/hismaterialisessential.Eachteammemberhastoberesponsiblefortheirownaswellastheirteammates’learningandmakesanactivecontributiontothegroup.Thustherewasno“hitchhiking”or“freeloading”foranyoneinateam(Kagan,1989).Everygroupmemberwillbeassignedaroletoplayinthecooperativegroupwork.2.2.4InterpersonalGroupSkillsThefourthisInterpersonalGroupSkills.Thatisteachingstudentssocialskillstointeractwithothergroupmembers.Sufficientsocialskillsentailanexplicitinstruction8 ChapterTwoLiteratureReviewonappropriatecommunication,leadership,trustandconflictresolutionskillssothattheteamcanfunctioneffectively.Socialskillsrefertogroup-relatedskilledandtask-relatedsocialskills.Theformerreferstothewaystudentsinteractasteammates,suchasmediatingdisagreements,encouraging,andpraising.Thelatterreferstothewaystudentsinteractwithoneanothertoachievetaskobjectives,suchasasking,paraphrasing,explainingandsummarizing.CooperativeLearningdoesnotassumethatstudentshavealreadyhadtherequiredsocialskills;hence,asCooperativeLearningtechniquesareimplemented,cooperativeskillsareoftentaught.2.2.5GroupProcessing.Thefifthisqualityofgroupinteractionprocess.Inthisprocess,learnersareprovidedwithabundantverbalandface-to-faceinteraction,wheretheycanexplain,argue,elaborateandlinkcurrentmaterialwithwhattheyhavelearnedpreviously.Thus,itiscrucialtoletstudentssitincomfortableplaceswheretheycaninteractfacetofaceeasily.JohnsonandJohnson(1989)suggestthatgroupsshouldbesmallwhenlearnersarejustbeginningtoworktogetheranddeveloptheirskills.2.3TheoreticalFramework2.3.1TheZoneofProximalDevelopmentTheprimaryideabehinddevelopmentaltheoryisthatindividualsobtainthemasteryofcriticalconceptsthroughinteractions.Itisindispensablethatacommunityoflearnerscollaboratewitheachothertorealizecognitivegrowth.(Murray,1994,9,9).Thisopinionwonsupportofpioneersofeducationalpsychology,suchasVygotskyandPiaget(Murray,1994;Slavin,1995;Vygotsky,1927/1997).Vygotskyproposedtheconceptofthezoneofproximaldevelopment,inwhichhestatesthatthepotentialdevelopmentofchildrenabilitiesdependsontheprocess,problem-solvingwiththeguidanceofadultsorduringtheinteractionwithpeers.Thatis,tooptimizelearning,itneedstoencourageallthegroupmemberstojoinintheprocessoflearning,avoidingoneortwostudentsdominating.Furthermore,teachers9 四川师范大学硕士学位论文aresupposedtoinspirestudentstoscaffoldorguidestudentleaningratherthantransmittinginformationtostudentsdirectly(Murray,1994;Vygotsky,1927/1997).SimilartotheviewofVygotsky,Piagetianpsychologistmaintainsthatsocialknowledgeandexperience:language,value,rules,moralsandsymbolsystemsonlycanbeacquiredthroughinteractionwithothers.Piaget’theorylaidemphasisonthestudyofconservation.Itstateswhenindividualscooperatewitheachother,cognitiveconflictrisesanddestroysthebalance.Themisbalance,however,promotesthedevelopmentofindividuals’cognitive.Inallkindsofcooperation,itisinevitabletoemergecognitiveconflict.Thenthecognitiveconflictisalsosolvedthroughindividuals’reasoningandrestructuringtheirideas.Infact,somestudiesfindthatifnonconserverswithdifferentviewsaregroupedtogetherandreachanagreementwiththeconservationconcept,thentheyobtaintheconservation.Accordingtothestudyaboveandsomeotherstudies,manysupportersofPiaget’stheoryadvocatetheuseofcooperativelearning.Theystatestudents’interactiononthetaskoflearningmayimprovetheirgrades.Becauseofthediscussionabouttheproblem,cognitiveconflictproduces.Theninadequatereasoningisexposedandreacheshigh-qualitycognitiveprocessingfinally.2.3.2CognitiveElaborationTheoryCognitiveelaborationtheoryisquitedifferentfromdevelopmentaltheory.Itisprovedbycognitivepsychologiststhatiflearnerswanttokeepinformationinthememoryandbeararelationwithstoredinformation,theyhavetorestructureandelaboratematerialsinsomeform(Wittroch,M.C.,1978).Levin,J.R.indicatesthatlearningelaborationreferstothefactthatlearnersreasonandrestructurethememorymaterialsinordertomemorizethembetter.Themosteffectivewayofelaborationistointerpretmaterialstoothers,whichisbeneficialtotutorsandtuteesduringtheprocessofexpressingandlistening（王坦，2005）.Throughthestudyofpeer-assistedlearning,bothtutorsandtuteesbenefitalotingrades.Webbstatesthatthestudentswhoexplainindetailtoothersbenefitthebest.10 ChapterTwoLiteratureReviewThestudentswholistentootherscarefullylearnmorethanthestudentsworkingalone,butthestudentswhoexplaintootherslearnthemost(Dansereau,D.F.,1985).2.3.3MotivationTheoryCooperativelearningfocusesontherewardorgoalstructuresthatstimulateandpromotestudentstobehaveorperforminacertainmanner,whichisinconjunctionwiththecentralviewpointofmotivationaltheory.Itistheinterpersonalrewardthatiscreatedbyacooperativeatmosphere,whichisconducivetopushingstudentstofacilitateeachotheractively.Onlystudentsthemselvesandtheirpeersjointogethertoactwell,theirgoalswillprobablybeabletobeachievedsuccessfully.Inordertorealizetheirpersonalgoalsandsecuretheirgreatestachievement,studentsaremotivatedtourgeandassisttheirgroupmates.Thegoalsofcooperativelearningcreateproacademicnormsamongstudents,whichhasasignificantinfluenceontheachievementofstudents.Thisisdemanding,high-achieversarewelcomeandsociallywellaccepted.(Slavin,1995).Inthetraditionalclassroom,however,itmoreemphasizescompetitiveorindividualisticgoalstructures.Therefore,theindividual’sacademicachievementissimplyrelatedtotheirowneffortsratherthantherestoftheclass,whicheasilyleadshighlearnerstoberegardedas“nerds”.Itfrequentlyandeasilydiscouragesanddissuadesstudentsfromstrugglingforacademicexcellenceinsomecases.2.4DefinitionandImportanceofClassofCommentingEnglishTestpaper2.4.1DefinitionofClassofCommentingEnglishTestpaperItisaclassinwhichthemaintaskofteachersistocommentonandappraisetestpapers.Itisanecessaryandimportanttypeofclassbecauseitisbythiskindofclassthatstudents’allaspectsofknowledgeislearnedandstrengthenedandincreasedtheir11 四川师范大学硕士学位论文proficiency,whichplaysasignificantroleinimprovingstudents’knowledgeapplication,answerabilityandtheskillandmasteringthemethodofsolvingtheproblems.Inaddition,asforteachers,itrevealstheproblemsexistingbetweenteachingandlearningtimelysothattheyareconducivetobeingsolvedandimprovedinteaching.Also,itisadvantageoustomakeupthedeficienciesofstudentsandimprovehigh-proficiencystudentsandassistlow-proficiencystudentsseparately(林惠平,2014).InLuTiansenandWangFang(2014)itisalsoaclassinwhichteachersanalyze,explainandreviewexercisesandtestpaper.TheyholdtheideathatascientificclassofcommentingEnglishtestpaperhastoobeytheserules:itishelpfulforstudentstomakeuptheirdeficiencies,reviewandsumupwhattheyhavelearnedinordertooptimizetheirproblem-solvingskillsandimprovetheircapabilityoflanguageapplication,stimulatingstudents’interestsinlearningandtrainingstudents’abilityofthinkingandobserving.Inaddition,testpapersareanimportantreferenceforteacherstomaketheirteachingmoreeffectivebecauseitisbeneficialforteacherstoknowstudentswellandimprovetheirteachingstrategiesaccordingly.TheauthorquiteagreeswithLuandWang’sideas.TheNewCurriculum(2001)statesclearlythatjudgingtheclasswhetheritiseffectiveornot,itdependsonwhetheritisbeneficialtodevelopthecomprehensivecapabilityofstudentsinEnglishusing.TheNewCurriculum(2011)pointsoutthatclassevaluationissupposedtofollowtheeducationidea,human-orientedideas,toembodythemainbodyofstudentsandthepositiveroleofstudentsinthecourseofassessments.Furthermore,theassessmentissupposedtopaymoreattentiontothedevelopmentandchangesofstudents’emotionalattitude,valueattitudeandlearningstrategiesinlearning.Theproperevaluationshouldcareaboutnotonlythecourseoflearningbutalsotheresults.Tocareaboutthiskindofclassistocareabouttheresultsoflearningtoacertainextent.Therefore,asasignificanttypeclassofEnglishteaching,itisamusttoobeytheseprinciples2.4.2TheSignificanceofCommentingEnglishTestpaper12 ChapterTwoLiteratureReviewClassofcommentingEnglishtestpaperisatypicalbutimportantclasswithChinesecharacteristics,howeveritisoftenignored.Inaddition,thenewcurriculumreformisimplementedfornotalongtime.Therefore,therearefewspecialistspayingattentiontothestudyofthisclass.ThegoodnewsisthatmanyfrontlineteachershaverealizedtheimportanceofCCETP.ZhangXiaohong(2011)agreedthatCCETPisnotonlyaclassinwhichstudentscheckandcorrecttheirmistakesanderrors,strengthentheknowledgelearnedandenhancestudentscomprehensivelanguageskillsandtheexam-takingability.Itcanalsohelpteachersfindoutthedrawbacksordefectsintheirteachingandmakeituptoenhancetheirteachingmethodandmaketheclassmoreeffectivethroughanalyzingtheerrorsormistakesstudentsmadetocorrectthecommonproblemsexistingintests.InXiangLujun’sview(2012),thiskindofclassisabletoassiststudentsincheckingormakingupwhattheydidn’tmasterinclasswithoutdelaytocementtheirknowledge,improvestudents’comprehensivelanguageskillsandtheirabilitytodealwithpracticalproblems,fixingthedrawbackanddefectsinroutineclassroomteachingforteachers.Theauthorholdstheideathatitisnotsimpletomakestudentsgettoknowtherightanswersandanalyzetheproblemsthemselvesbutgettoknowhowstudentslearnedandwhattheylearned.Itisbyanalyzingtheproblemsthatteachersrectifytheerrorsordefectsintheirteachingtoassiststudentsinconstructknowledgenetworksofstudents,leadingstudentstoanalyzeandsolvetheproblemsbythemselvestofindoutthegeneralsolutionstotheproblemssoastoimprovestudents’comprehensivelanguageskills.2.5TheBasicElementsofanEffectiveClassofCommentingEnglishTestPaperWhatiseffectiveteaching?Theauthorfindsthatthereisnosetdefinitionaboutitthroughinspectionoftheliterature.Someresearchersholdtheideathatwhetheritis13 四川师范大学硕士学位论文effectiveteachingornotdependsonwhichdegreeofteachinggoalshasreallyachieved.Iftheteachinggoalsarenotsetcorrectlyandscientificallyaccordingtostudents’backgroundknowledgeanddemandsofteaching,itcanalsobeprovedtobenon-effectiveteaching.Someagreethatitrequiresteacherstoknowstudents’backgroundknowledgefully,becapableofcommunicatingandexchangeideaswithstudentsclearly,activatestudentstobeactiveinlearningandthinkingandthenpresentvaluableorchallengingproblemstoforstudents.Theseresearchersrealizedthatteachersarethesubjectsofteaching,whereasstudentsarethesubjectsoflearning.Somereckonthatitissupposedtobehelpfultoimprovestudents’gradesaslongasitiseffectiveteaching.Theyonlypaymuchattentiontothebettergradesstudents,withoutconsideringtheinputofteachingtime.Iftheyputtoomuchenergyandtimeintothis,itisstillregardednon-effectiveteachingevenifstudentsgetgoodgrades.Therealeffectiveteachingisthatteachersputlesstimeonit,butgetbetterresults.TohaveaneffectiveclassofcommentingEnglishtest,theauthorthinksthefollowingbasiselementsaresignificantinteachingtoobey.2.5.1AClearTeachingGoalNomatterwhatclassateacherteaches,sheissupposedtohaveaclearteachinggoal.Inotherwords,shemustbeclearthatwhatshewillteachstudents,howtoteachstudents,andwhatextenttoteachstudents.Itshowstheimportanceofaclearteachinggoal.Sointhiskindofclass,theteachermustbepatientandcarefultoanalyzetheerrorsormistakesofstudentsandmakesurewhatarethecommonproblemsandhowtodealwiththeseproblemseffectivelytopromotetheirteachingskillandlevel.2.5.2TheAuthenticandUsefulTeachingMaterialsTestsarefirstdesignedonthebasisoflearningmaterialsandthenewcurriculum.Itisanimportantmethodtotesthowwellstudents’mastertheknowledgetaughtbyteacher.Sotestsareauthenticteachingmaterials.Thepurposeoftestsistohelpteachersreflectandcheckwhatextentstudentslearnsothattheycan14 ChapterTwoLiteratureReviewadjusttheirteachingmethodtomakeupthedrawbacksinclassroomteaching.Forstudents,theycanknowhowwelltheylearnandwhattheydon’tmasterwellsoastoimprovethemselvestimelyinlearning.Forteachers,whoteachthesamesubjectalltheyearround,theycanfindoutwhatthedifferenceisbetweentheteachersteachingandstudent’slearningthroughanalyzingthetestpapersandthedistancebetweenstudents’knowledgelevelandteachingmaterials.Therefore,inthissense,testsareauthenticandusefulteachingmaterials.2.5.3StudentsBeingProactiveinTeachingTheideaoftheNewCurriculum,thattheteacheristhesubjectofteachingandthestudentsisthesubjectoflearningisalsosuitableforthiskindofclass.Whenhavingthiskindofclass,manyteachersexplaintheerrorsthestudentsmadeonebyonebythemselvesinawholeclass.Itisarealcrammingmethodofteaching.Forstudents,itisdifficulttofocusonwhatthekeypointsteachersteach.Ontheotherhand,studentsjustlistenanddon’ttakepartinquestioninganddiscussing,sotheresultsarenotdifficulttoimagine.AsanAmericanfamouseducatorsays,tellme,Iwillforget,showme,Iwillunderstand,involveme,Iwillremember.Ifhavingthisclass,itisnecessarytoletstudentsactivelyparticipateinclass.2.5.4ErrorsandMistakesCorrectedbyStudentsValidlySincethisisaclassofcommentingEnglishtestpaper,whichaimsatdealingwiththeerrorsormistakesstudentsmadeintestpapers,itsureneedstheerrorsormistakestobereducedoreveneliminatedvalidly.Forstudents,aneffectiveclassofcommentingEnglishtestpaperwillhelpthemunderstandwhytheymadethemistakesorerrorsandknowhowtocorrectthembythemselves,whichisabletoassistinavoidingmakingthesamemistakesandisalsobeneficialtotheirlongtermmemory.Becausetheyareimportantstuffsforteacherstomaketheirteachingmoreeffectiveanditisbeneficialforthemtoknowstudentswellandimprovetheirteachingresultsaccordingly.15 四川师范大学硕士学位论文2.6ThestudyofCooperativelearningtotheclassofCommentingEnglishTestpaperTheclassofcommentingEnglishtestpaperisanimportantandessentialclasswithChinesecharacterbutitisusuallyneglectedbyteachersandresearchers.Therearevarioussuccessfulcommonmodelsintheapplicationsofcooperativelearning.However,itonlyappliedinpreparingfornewlessons:listening,speaking,readingandwritinglessons.FewismentionedandappliedinhavingaclassofcommentingEnglishtestpapers.However,recentlywiththedevelopmentofeducation,moreandmoreteachersandresearchersrealizedtheimportanceofCETPandbegintopayattentiontoit.Beforetheclass,teachersneedtostudyintensivelytestpaperstogettoknowstudents’gainandlossthroughstatisticsandanalysistostudents’testpaperssothattheyarecapableoffocusingthekeypointsanddifficultpointstheyaregoingtoteach(孙小燕，2010；朱媛，2014；唐玉婷，2014).ItemphasizedthesignificanceofpreparingwellforcommentingEnglishtestpapersforteachers.ThepromptfeedbackprincipleisindispensableincommentingEnglishtestpapers(阳小林，2014；李明新，2012；唐玉婷，2014).Itmeansthatthesoonerstudentsgetthetestpaperscheckedbyteachers,thebetterresultsitwillbe.Infact,itisnotalwayspossibletoreceivethecheckedtestpaperstimelyeverytimebecauseofteachers’overloadroutinejob.Hence,inordertomaketheclassmoreeffective,theauthoradvocatesleavingstudentsfiveminutesfirsttofamiliarizethetestpaperstoknowwhattheteacherisgoingtoteach.IntheclassofcommentingEnglishtestpapers,teachersarenotsupposedtointerpreteveryproblemtheythinkwithoutchoosingthekeypoints(魏晓东，2009).Itmeansthatthekeyanddifficultpointsshouldbehighlightedinthiskindofclass.Weialsoindicatesthatteachersneedtoreflectthemselvesmoreoftenandmakestudents’knowledgeconsolidatedbytakingnotesofthewrongtopicsinanexercise16 ChapterTwoLiteratureReviewbook(陈明华，2011；李明新，2012；唐玉婷，2014；宋琳，2013).InQinPan(2014)views,thisclassisanimportantkindofclassforstudentsespeciallyforGradeThreeinhighschool.Shepointedoutthatteachersshouldfocusonmanifestingstudents’mainbodyfunction.YutingTang(2014)alsosupportsheropinions.Sheencouragedgivingstudentsfreedomtodiscusstheproblemsingroupbyexchangingtheirthoughtsorideas.Teachershadbetternotparticipateinsolvingtheproblems.Inaddition,shesaidthatteachersshouldalsoconcentrateontrainingstudents’abilityofthinking,notonlyinterpretingtheproblemitself.Itemphasizedtheimportanceofstudentsbeingactiveinacquiringthenewknowledge.Inaddition,YuanZhu(2014)alsorealizedtheimportantroleofstudentsasthemainbody.However,Zhuencouragedtostimulatethetopstudentstoparticipateinthesolutiontotheproblemsandrealizedtheimportanceofstudentsinlearning.Thus,thismethodtoencourageonlysometopstudentstoparticipateinclass,isconducivetoisolatingthestudentswithhigher-gradefromthestudentswithlower-gradeandharmingmoststudents’feelingandinterestsinlearning.AftertheclassofcommentingEnglishtestpapers,theresultsoftheclassneedtobeabsorbedandconsolidatedbystudents(李明新，2012；唐玉婷，2014；穆晓东，2009；宋琳，2013；孙小燕，2010).Amongofthem,Sunsuggestedthattheteachersdesignsomeremedialexercisestoconsolidatetheresultsofcommentingtestpaperswhiletheothersholdthesameideathatstudentsaresupposedtotakenotesintothewrongtopicfiles,aimingatreviewingandconsolidatingknowledgetimely.Inthisthesis,theauthorencouragedstudenttotakenoteswhilediscussingwithpeersincooperativelearningandreadtheirwrongtopicstoparentsinacertaincircularmannertostrengthentheirmemory.Tosumup,QinPan(2014),Yuting,Tang(2014)andYuanZhu(2014)allrealizedtheimportanceofstudents’participation.However,theydidn’tmentionthespecificmeasuresanditisnotalsoenoughtoonlyencourageseveraltopstudentstobespeakersinclass.17 四川师范大学硕士学位论文ChapterThreeMethodology3.1ResearchQuestionsTheresearchfocusedonthreemainquestionsthroughimplementingcooperatingstrategyincommentingEnglishtestpapers.Thethreemainquestionsareasfollows:1).IfitiseffectiveandfeasibletoputthestrategyofcooperativelearningintouseinhavingaclassofcommentingEnglishtestpaperinjuniorhighschool?2).Howcanthegroupmembersbewellallocatedandorganizedtoimplementcooperativelearningsmoothly?3).WillitmakestudentsmorepositiveinlearningEnglishandimprovedingradesafterimplementingcooperativelearninginclassofcommentingEnglishtestpapers?3.2ParticipantsTheparticipantpoolforthestudywas120studentsstudyingEFLofClassThreeandFive,GradeEightfromNo.80.MiddleschoolofZhengzhou,28boysand32girlsintheinterventiongroup,31boysand29girlsinthecomparisongroup.ThefourteacherswereinterviewedalsofromGradeEight.3.3Instruments3.3.1QuestionnaireThereweretwoquestionnairesdonetogettoknowifthecooperativelearninghasagoodeffectonstudentsthroughtheresultanalysisbetweenthetwosurveys.Inthespringof2014,theauthordidthesurveytostudentsofClass3,theinterventiongroupandClass5,thecomparisongroupbeforetheexperiment((AppendixI).Inthefallof2014,thesurveywasdoneforstudentsofClass3aftertheexperiment18 ChapterThreeMethodology(AppendixII).3.3.2InterviewAfterclass,itisnecessaryforteacherstoofteninterviewstudents.Bydoingthis,itiseasyforteacherstofindoutsomethinginharmoniousimpedingcooperationingroupcarriedoutsmoothlyandhowwellstudentslearnfromthediscussion.Ontheotherhand,itisconvenienttoachievesomegoodadviceinstudents’shoes,whichmaybebeneficialtoimprovetheircooperationalot.Theauthorinvited4teacherswhoteachthesameGradetojoinintheclasstoobservetheclassandinterviewafterclass.Fourteachersincludeoneseniorteacher,2intermediateteachersandonejuniorteacher.Theyareallexperiencedteachers.TheyoungestoneofthemhastaughtEnglishatleastmorethan10years.ThepurposeoftheinterviewistodiscovertheviewsofteacherstowardstheclassofcommentingEnglishtestpaperstoknowwhattheythinkofthiskindofclassandcheckifitwillsolvethethreeproblems.3.3.3ClassObservationDuringtheclass,theteacherissupposedtowalkaroundandobservetheprocessofthegroupdiscussioninordertofindouttheexistingelementshinderingcooperativelearningsothattheteachercouldtakemeasurestimelytoremedy.3.3.4Test.ThetwosetsoftestresultsobtainedfromthefinalexamoflastsemesterofGrade8inthespringof2014andthefinalexamoflastsemesterinthefallof2014separately.ThetwoclassesareClass3andClass5.Theresultsbetweenpre-testandpost-testareusedtoexploreifitishelpfultoimprovestudents’achievements.19 四川师范大学硕士学位论文3.4Procedures3.4.1Clearly-responsibilityAllocationInthisthesis,theauthorproposedtoimplementcooperativelearningincommentingEnglishtestpapersandthemethodofspecificdivisionofgroup.InconsiderationoftherealitythatChinese,mathandEnglisheachneedagroupleader.Thentheteachermakeanagreementwiththeheadteacher:number1istheChinesegroupleader,number2mathgroupleaderandnumber3Englishgroupleader.TheEnglishgroupleaderinCETPareresponsibleforcollectingallthegroupmembers’testpapersafterclass,workouttheaveragegradesandhanditintothesectionmonitorinEnglishandmonitorsallthegroupmemberstomakethecooperationgosmoothly.Number1istheleaderwhocollectsandreadsalltheproblemsaloudtotheothergroupmembers.Number2istheleaderwhocollectsandcopiesalltheproblemstheyarenotabletosolveinthegroup.Number4istheleaderwhousuallyownsanEnglishdictionaryandlooksupthenewwordsandphrasestheydon’tunderstand.Heorshealsohelpsthegroupmemberstofindagoodsentencecontainingthenewwordsandphrasesandwriteitdown.Number5isthetimekeeperwhowatchestheprocessofthediscussionincasetheyspendtoomuchtimequarrelingaboutoneproblemandcannotmakeacompromise.Onceheorshefindsthesituation,heorshehasrighttodecidetostopdiscussingitandcopyitontheblackboard.Number6istheassistantoftheEnglishgroupleader.HeorSheusuallyassiststheleaderindealingwithroutineworkandtakestheplaceofanymemberofthegroupwhenheorsheisnotavailable.Asforinterpretingtheproblemstoothermembers,anyoneinthegroupwhogetsthehighestmarksisthekeynotespeaker.Moreover,theothermemberscanalsosharetheiropinions.Toensuretheapplicationofcooperativelearning,theauthoralsodesignedasetofsystematicrulesofrewardsandpunishment.Itisnecessaryforteacherstoteachrulesincommunicatingwiththeirpeersthatmaydifferfromtheirfamiliarclassroomrules,including“ItisOKtospeakwithoutraisingyourhands.”,“Everyone’sideasshouldbelistenedtocarefullyandrespectfully.”and“Makesureeveryoneparticipateinthediscussionofthegroupactively.“Toproveifitiseffective,theauthormadean20 ChapterThreeMethodologyattempttotheexperiment.3.4.2ObservingandMonitoringBehaviorsofStudentsIntheprocessoftheinterventiongroup,tomakesurethatallthestudentsworktogethertodiscussactively,theteacherissupposedtowalkaroundmonitoringtheprocessofgroupdiscussionandfacilitatingthestudentswhennecessary.Theymainlyshouldertworoles:monitoringtheprocessofthediscussionandfacilitatingthesolutiontothedifficultpoints.Thefirstroleneedstheteachergoesintothesmallgroupsandjoinsandwatchestheirdiscussiontofindouttheproblemsthatmaybeexistssothatheorshecantakeactionsintimetomakeitup.Fortheotherreason,monitoringtheprocesshelpstheteachermakeadecisionwhenisthepropertimetoaskallthegroupstostopthediscussionandfocusonthedifficultpointsontheblackboard.Quarrelsandargumentshappencommonlyanduniversallyintheprocessofpeerteachingespeciallywhenstudentsfinditmuchdifficulttoreachanagreement(Chan,2014).Therefore,inordertomakesurethattheyareabletogoondiscussingtheotherproblemssmoothlyinthelimitedtime,eliminatingunnecessarywasteoftimeinsteadoffocusingonthesameproblemfortoomuchtime,requiringstudentstowritedownthecontroversialdifficultpointsontheblackboardisawiseandeffectivewaytodealwiththisissue.Thesecondroleistofacilitatethesolutiontothedifficultpointsthatthestudentsdon’tunderstandafterthediscussion.Theteachershouldleavetheseproblemstostudentsthatcanhelpdealwithfirsttoknowwheretheyaretothewaytosolvetheproblems.Onlyontheconditiontheystillfinddifficulttounderstandafterfullydiscussion,whattheteacherteachesiseasytoattracttheirattentionandbeobtained.Ifallthestudentscannotsolvetheproblem,thentheteacher’sturncomes.Evenso,theteacheraresupposedtostimulatestudentstorecalltheoldknowledgestepbystepandtellthemthemethodofdealingwiththesekindsofproblemsratherthantelltheanswertotheproblemsdirectly.Asanoldsaying,giveamanafishandheendsforaday.Tocultivatestudentstobeindependentlearnerisalsowhatthenewcurriculumadvocates.21 四川师范大学硕士学位论文3.4.3QuestioningStudentsabouttheCooperativeLearningIntheinterventiongroup,therearetwophasestoquestionstudentstogettoknowhowwelltheylearn:inclassandafterclass.Duringtheclass,thestudentsarequestionedabouttheproblemstheycopiedontheblackboardandgivenmarksbyteachers.Theseproblemsarealittlemoredifficultsothestudentswhohelpsolvemaygetmoremarksforthemselvesandtheirgroup.Aftertheclass,tocheckhowstudents’errorsandmistakesaresolvedinthediscussion.Theteacherusuallyasksoneortwostudentseachgroupbynumbertogointotheteachers’officetoquestiontheirerrorsandmistakesinthetestpaperstoteachers.Whentheteacherisnotavailable,theteachercouldarrangetwoEnglishclassrepresentativestohelp.Bydoingthis,itisconducivetopushingstudentstobeactiveindiscussingtheirpuzzleswithothers.Accordingtotheiranswers,theteacherorthetwoEnglishclassrepresentativeswillgradethemtimelyandrecordthegradesastheircontributionstothegroup.3.4.4InterviewingStudentsandTeachersIntheinterventiongroup,tomakesurethecooperativelearningimplementedsmoothly.Afterclass,itisnecessaryforteacherstoofteninterviewstudents.Bydoingthis,itiseasyforteacherstofindoutsomethinginharmoniousimpedingcooperationingroupcarriedoutsmoothlyandhowwellstudentslearnfromthediscussion.Ontheotherhand,itisconvenienttoachievesomegoodadviceinstudents’shoes,whichmaybebeneficialtoimprovetheircooperationalot.Certainly,time,placeandthenumberofstudentsinterviewedareflexible.Timebeforeclass,after-schoolactivitiesandmeetingstudentsinthestreetorteachers’officeareallpossibletointerviewstudents.Communicatingwithstudentstimelyaimsatfindingoutproblemsexistingpotentiallytotakemeasurestimelytomakeitupandtakingingoodadvicegivenbystudents.3.5DataCollectionandAnalysis3.5.1QuestionnaireAnalysistoStudents22 四川师范大学硕士学位论文Table1QuestionnairesbeforetheexperimentQuestionsAnswersPercent1.DoyoulikehavingA.DislikeA.68.33%classofcommentingB.Don’tmind.B.15.00%Englishtestpapers?C.LikeC.13.33%D.EnjoyD.3.33%2.CanyoulearnalotinA.No,Ican’t.A.10%thisclass?B.No,Ialmostcannot.B.55%C.Yes,Icanlearnalot.C.13.33%D.No,Icanlearnalittle.D.21.67%3.DoyouthinkitisA.AlwaysA.8.3%necessaryforteacherstoB.SometimeB.56.67%explaineveryproblem?C.OftenC.20%D.NeverD.15%4.WhatkindofclassdoA.OneortwotopstudentstaketheplaceofA.28.33%youhave?theteachertoexplainmostproblems.B.TheteacherexplainsalltheproblemsallB.20%theway.C.StudentscheckthepapersaloneandaskC.35%theteacherforhelpifnecessary.D.Theteacheristhemainspeaker,butsometopstudentsmaybeaskedtoexplainD.16.673%occasionally.5.WhenyourmistakesorA.AlwaysA.20%errorsareexplainedintheB.OftenB.50%classbyteacher,willyouC.SometimeC.20%makemistakesorerrorsD.NeverD.8.33%againinthefuture?6.DoyouthinkwhyyouA.BecausemyEnglishbasisisnotgood.A.21.67%cannotlearnwellfromthisB.BecauseIamnotinterestedinEnglish.B.26.67%class?C.Becausethisclassisboringandtiring.C.51.67%Asthetable1shows,68.33percentofstudentsdislikehavingclassofcommentingEnglishtestpapers.Only13.33percentthinktheycanlearnalotinthisclass.8.3percentagreedthatitisnecessarytoneedateachertohelpthemoutoftheirproblems.Forquestion4,itisclearthattheteacherandsometopstudentsarethemainspeakersintheclassofcommentingEnglishtestpapers.Asforquestion5,50percentthinktheyalwaysmakemistakesorerrorseventhoughtheseproblemshavebeeninterpretedmanytimes.51.67percentofstudentscaremoreaboutiftheclassof23 ChapterThreeMethodologycommentingEnglishtestpapersisinteresting.Throughthesurvey,studentsdon’tlikehavingtheclassofcommentingEnglishtestpapersandthinkthetraditionalteachingmethodhelpedthemalittle.Oneofmainreasonsisthattheclassislackofinterestsandtheylearnfewfromit.Foranotherreason,studentsarenotgivenenoughchancestoparticipateinclass.Thatistosaythattomaketheclassmoreeffectiveandinteresting,teachersneedtodevelopfullylearninginitiativeofstudents.Table2QuestionnairesaftertheexperimentQuestionsAnswerspercent1.Doyourpeers’A.Peers’opinionsdon’thelpmeatall.12.36%opinionshelpyoualot?B.Peers’opinionsassistmetosomeextent.28.33%C.Peers’opinionshaveabiginspirationtome.58.33%2.WhatinfluencedoyouA.Therelationshipwithmyclassmatesdoesn’t11.67%thinkthiskindofclasschangeatall.havetoyourrelationshipB.Icommunicatewithclassmatesmore,butthe20%withclassmates?relationshipwithothersisalmostthesame.C.Icommunicatewithclassmatesmore,deepeningunderstandingandfriendshipbetweenclassmates.68.33%3.Duringtheclass,whatA.Noneofmybusiness.Iwilldonothing.8.33%willyoudowhenyourB.Tellhimorheranswerdirectlybeforebeing16.67%peersmeettroublesinunderstoodbypeers.study?C.Beactiveinjoiningthemindiscussinguntilfind75.00%thesolution.4.AfterexperiencingthisA.IfIcan’tsolveitalone,Iwillgiveup.11.66%class,howdoyoufaceB.Iwillasktheteacherforhelp.16.67%yourproblemsinyourC.Findmypeersingrouptodiscussfirst.71.67%routineEnglishstudy?5.WhatagreatinfluenceA.Theclassbecomemoreuntiedandstudyharder75.00%doesthiskindofclassthanbefore.haveontheclassandB.Smallgroupsappearmoreoften.9.4%studyatmosphereafterC.Itdoesn’thaveanyinfluence.15.6%havingthisclass?6.WhatdoyouthinkweA.Studentsunitedtogether,dependandnevermalign21.9%candotomakeitmoreeachother.effective?B.Studentsshouldertheirownresponsibilityand65.6%cooperatewithothersnotwastingtime.C.Studentsingroupshouldgiveupthestudentswith12.5%poorachievementstoavoidwastingtime.24 四川师范大学硕士学位论文7.DoesthisclassA.Nothingchanged.IamnotinterestedinEnglish6.3%improveyourEnglishstill.studyinterest?B.IbegannottohatestudyingEnglishandfinish46.9%Englishhomeworkontime.C.IbegantolovestudyingEnglish.46.8%8.HowdoyoulikethisA.Ienjoyitverymuch.53.33%class?B.Ilikeit.33.33%C.Idon’tmindit.16.67%9.DoesthisclasssolveA.Allmyproblemsaresolvedinclass.53.1%allyourproblemsinB.Mostofmyproblemsaresolvedinclass.40.6%class?C.Fewofmyproblemsaresolvedinclass.6.3%10.WhetherdoyouthinkA.Itimprovesalot.91.67%thetypeofclassB.Itimprovesalittle.5%improvesyourabilityofC.Itdoesn’timproveatall.3.33%learningEnglish?Asthetable2shows,35of60students(58.33%)thinkstheopinionsandhelpoftheirpeershelpthemalot.68.33percentstudentsagreethattheyarebecomingmoreoutgoingandwillingtocommunicatetheirideaswiththeirpeersanddeepenmutualunderstandingandfriendshipsbetweenthem.75percentstudentsarepositivetodiscusswiththeirpartnerstoobtaintheanswerwhenmeetingproblemsinfutureratherthanbeperfunctoryorgiveupthem.75percentthinktheyaremoreuntiedandcohesivethanbeforeand86.66percentlovetostudyEnglishmore.93.1percentagreemostoftheirproblemscanbesolvedinclassand91.67percentbelievethecooperationworkimprovetheircapabilitiesinlearningEnglishgreatly.Throughthesurvey,theauthorfindstheCLapproachwaswell–acceptedandpopularwithstudents.StudentsarebecomingmoreactiveandpositiveinparticipatinginthegroupactivitiesandbecamemoreinterestedinlearningEnglish.3.5.2InterviewtoteachersFourofthemallagreethatithelpsstudentsalot.Themaingoodopinionsareasfollows.Firstly,itmakesclassmoreinterestingandattractsstudentstobemoreactiveintakingpartindiscussing,nostudentssleepingandchattinginclass.Secondly,studentsarewell-organizedandbecometherealsubjectofstudywhereasteachersare25 ChapterThreeMethodologyhelpers,leadersandorganizers.Thirdly,theclassbecomesmoreeducationalandeffectivetoimprovestudents’capabilityofstudy,deepenthefriendshipbetweenclassmatesandenhancetheirgrades.Fourthly,studentsgetinvolvedinandimprovedalotinstudybutteachersbecomemorerelaxed.3.5.3ResultsofClassObservationandInterviewThroughclassobservationandinterviewingstudents,theteacherfoundthefollowingproblems.Firstly,sometopstudentsarereluctanttosharetheiranswersbecauseofbeingafraidthatotherstudentscouldsurpassthem.Sometopstudentsaresoarrogantthattheythinktheyarebetterthanothers.Therefore,theyarewillingtohelpothersoutoftheproblemsinsteadofsharingtheirpuzzles.Secondly,therearesomestudentsnotsuitableforbecomingthegroupleadersbecauseoftheircharacters.Theymoreliketobeagoodmemberofgroupsandobeytherules.Thirdly,forsomelow-gradestudents,theythinkothershavetheresponsibilitytohelpthemout.Therefore,theydon’trequestotherstogivehelppolitelyandevenarebossywiththeirhelpers.3.5.4Resultanalysisofpre-testandpro-testThefollowingtableanalysesobtainedfromthetwotestresultsofthespringof2014andthefallof2014.26 四川师范大学硕士学位论文Figure1Thecomparisonbetweenpre-testsandpro-testsCL=theinterventiongroupDZ=thecomparisongroupCH=pre-testsoftheinterventiongroupandthecomparisongroupSYH=pro-testsoftheinterventiongroupandthecomparisongroupIntheinterventiongroup(Figure1),classmeanscoresofpre-testare83.9whileaftertheexperiment,meanscoresare88.27.Itincreased4.37by6.42%.Theoutcome(P=0.002)reachedanextremelyremarkablelevel.However,inthecomparisongroup,meanscoresofpre-testare86.63whilemeanscoresofpro-testare87.36.Itincreased0.74by0.74%.Theoutcome(P=0.386)hadnoobviousdifference.Itrevealsthataftertheexperiment,theinterventiongroupimprovedalotwhilethecomparisonhadnosignificantdifference.27 ChapterThreeMethodologyFigure2Thecomparisonsbetweenpre-testsandpro-testsCL=theinterventiongroupDZ=thecomparisongroupCH=thecomparisonbetweenpre-testsofCLandDZSYH=thecomparisonbetweenpro-testsofCLandDZIntheinterventiongroup(Figure2),classmeanscoresofpre-testare83.9whilemeanscoresofpre-testare86.63inthecomparisongroup.Theinterventiongroupislowerthanthecomparisongroupby2.73andit(P=0.089)turnedtobesignificantlevel.Oneyearlater,meanscoresoftheinterventiongroupare88.27whilemeanscoresofthecomparisongroupare87.36.Obviously,theinterventiongrouparehigherthanthecomparisongroupby0.91andit(P=0.589)hadnosignificantlevel.Theresultrevealsthatthroughtheexperimentmeanscoresoftheinterventiongroupincreasedalotwhilemeanscoresofthecomparisongrouphadnosignificantdifference.28 四川师范大学硕士学位论文Figure3Comparisonbetweenpre-testandpro-testintheinterventiongroupAftertheexperiment(Figure3),thenumberofstudents,whosescoresareequalorhigherthan90intheinterventiongroup,increased10by16.96%.Forstudentsof80-90itincreased4by6.78%。Forstudentsof60-70itreduced14by23.73%.Forstudentsof60-70itincreasedonestudentby1.69%.Forstudentsoflessthan60itbecamezerofromone.Apparently,thenumberoftopstudents(≥80)increasedalotaftertheexperiment.Figure4Scoreanalysisofbetweenpre-testandpro-testinthecomparisongroupComparedwiththepre-test(Figure4),thenumberofstudentswhosescoresare29 ChapterThreeMethodologyequalorhigherthan90,increased8by13.56%.Forstudentsof80-90,thenumberreduced8by13.55%.Forstudentsof60-70,itreducedtozeroby3.39%.Forstudentsoflessthan60,itincreased2by3.39%.Fromthetableitshowsnosignificantdifferencebetweenpre-testandpro-test.Figure5Scoresectionrateanalysisbetweenpre-testandpro-testintheinterventiongroupIntheinterventiongroup,thepre-testrateofequalorhigherthan90is33.90%whilethepro-testrateincreasedto50.85%by16.95%(Figure5).Thepre-testrateof80-90is32.20%whilethepro-testrateincreasedto38.98%by6.78%.Thepro-testrateof60-70increasedfrom5.08%to6.78%by1.69%.Nostudentsfailedinthepro-test.Onlytherateof70-80reducedinthepro-testto3.39%from27.12%by23.73%.Thatissosay,moststudentsgotimprovedtobetopstudents(≥80)throughtheexperiment.30 四川师范大学硕士学位论文Figure6Scoresectionrateanalysisbetweenpre-testandpro-testinthecomparisongroupInthecomparisongroup,thepre-testrateofequalorhigherthan90is40.68%whilethepro-testrateincreasedto54.23%by13.56%.Thepre-testrateof80-90is32.20%whilethepro-testratereducedto32.20%by13.56%.Therateof70-80remainedunchanged.Thepro-testrateof60-70becamezerofrom3.39%.Thepro-testrateoflessthan60increasedto3.39%.Thatissosaythatthereisnosignificantdifferencebetweenpre-testandpro-test(Figure6).Figure7Initialstudents’testscorechangesbetweenpre-testandpro-testintheinterventiongroup31 ChapterThreeMethodologyForstudentswhosescoreswereequalorhigherthan90（Figure7）inthepre-test,theirmeanscoresreduced4.3from93.85to89.55inthepro-test.Forstudentsof80-90,theirmeanscoresincreased4.87from85.58to90.45.Meanscoresforstudentsof70-80increased11.88from74.81to86.69.Meanscoresforstudentsof60-70increased13.17from65.67to78.83.Meanscoresforstudentsoflessthan60increased22from53to75.Itrevealsthatexceptforthestudentswhosescoreswereequalorhigherthan90inthepre-test,alltheotherstudentsgotimprovedgreatlythroughtheexperiment.Figure8Initialstudents‘initialtestscorechangesbetweenpre-testandpro-testinthecomparisongroupForstudentswhosescoreswereequalorhigherthan90inthepre-test,theirmeanscoresreduced0.54from92.67to93.21inthepro-test.Forstudentsof80-90,theirmeanscoresincreased1.80from85.30to87.09.Meanscoresforstudentsof70-80increased4from74.5to78.5.Meanscoresforstudentsof60-70reducedtozerofrom68.5.Meanscoresoflessthan60appeared.Itrevealsthatmoststudents(＞70)32 四川师范大学硕士学位论文gotimprovedalittle,butthereisnosignificantimprovement(Figure8).Figure9Initialstudents’initialmeanscorechangepercentinthepro-testintheinterventiongroupAftertheexperiment,forstudents’meanscoresofequalorhigherthan90inthepretest(Figure9),theirmeanscoresreduced5.69%.Meanscoresof80-90increased5.69%.Meanscoresof70-80increased15.87%.Meanscoresof60-70increased20.05%.Meanscoresoflessthan60increased41.51%.Excepttopstudents(≥90)fellbehindalittle,allthestudentsgotimprovedalot.Particularly,thestudentswhoseinitialscoresarelessthan80gotimprovedmost.Figure10Initialstudents’initialmeanscorechangesinthepro-testinthecomparisongroup33 ChapterThreeMethodologyOnesemesterlater,inthecomparisongroupstudents’meanscoresofequalorhigherthan90inthepre-test(Figure10),theirmeanscoresincreased0.58%.Meanscoresof80-90increased2.11%.Meanscoresof70-80increased5.37%.Fromthetable,itshowsmoststudents(≥70)gotimproved.However,thereisnosignificantimprovement.Fromthequestionnaireanalysistostudents,interviewstoteachersandthetestresultanalysis,itshowsclearlythatimplementingCLinclassofcommentingEnglishtestpapersinxxxMiddleSchoolisfeasibleandeffective.Moreover,itenhancedstudents’initiativeandenthusiasmoflearningEnglishgreatlyanddevelopedtheirlearningability.Likewise,themodelofgroupdivisionisalsoeffectivetostrengthentheircooperativewithotherpeersandmakegreatachievements.34 四川师范大学硕士学位论文35 四川师范大学硕士学位论文ChapterFourFindingsandDiscussions4.1Students’InitiativeandEnthusiasmofLearningEnglishThroughtheexperiment,students’initiativeandenthusiasmoflearningwereenhanced.TheybecomemoreinterestedinEnglishandactiveinlearningEnglish.ImplementingcooperativelearninginclassofcommentingEnglishtestturnedouttobeausefulandvaluablestrategytohelpstudentsshapecomprehensivecapabilitiesandpromotepositiveinteractionsamongpeers.ItisalsoprovedthatCLtechniquewasapparentlysuperiortotraditionalinstructioninenhancinglearns’intrinsicmotivation.Supportiveevidenceforthiswasalsorevealedinsomestudies(Gömleksiz2007;Sachsetal.2003;Waugh,Bowering,andChayarathee2005),whichindicatedthatCLwasmorepossibletomakestudents’morepositiveinEFLlearning.TheCLstrategywasconducivetobuildingasupportiveandnon-threateninglearningatmosphere,whereitisfunandenjoyableforstudentstolearnandachievetheirgoals.Inthisresearch,therearethreepossiblereasonsforenhancingstudents’initiativeandenthusiasmoflearningEnglish.Theseareclosedrelatedtothesatisfactionofthreebasicpsychologicalneeds:competence,autonomyandrelatedness(Ning&Hornby2014).First,studentsintheinterventiongrouphadtheopportunitiestouseEnglishasacommunicativetooltocompleteataskorpracticerealandmeaningfullearning.Duringtheprocess,theyexperiencedtheinspirationofmeetingchallengesandenjoyedthehappinessofsucceedinginsolvingtheirproblemsbyworkingwiththeirpeers,whichsatisfiedtheirneedforcompetenceandproducedasenseofaccomplishmenttostimulatetheirdesireandmotivationtolearnmorepositively.Second,theideathatstudentshavemorerightsandautonomyinlearningisconducivetoenhancingstudents’intrinsicmotivations(Ning&Hornby,2014).Sometimesinthetraditionalclassroom,studentsmaybetooshytoaskthequestionswhichcouldbethinksillybyotherstudentsortheteacher.Studentsarefreetoasktheirpeersanyquestionsthey36 ChapterFourFindingsandDiscussionshaveinthislearningatmosphere.Moreover,theircontributionsarenotonlygradedbyteachersbutalsobythemselvesandtheirgrades.Third,whenrealizingthattheirpersonalachievementisimportantandbeneficialtotheirpeers,studentsfeelmorerelatedtotheirpeersandthusstimulatedtoaccomplishmore(Gagne&Deci,2005;Ning&Hornby,2014).Inthisresearch,attheendofeachclass,theteachergavescorestoeachgroupandsomestudentsandeachmemberofthegroupwasgradedbytheirgroupleader.Hence,eachgroupmembershouldersdifferentandindispensableresponsibilitiesinthegroup.Hence,everyone’sperformancesandsuccesswouldbebeneficialtotheirteammates.Thefeelingofresponsibilitiesstimulatesandfacilitatesstudents’motivationtoimproveandachieve.4.2Students’AcademicAchievementsThroughtheexperiment,themajorityofstudents’gradesgotimprovedgreatly.Ithasbeenprovedtobesuccessfulandusefulinteachingstudentscomprehensivecapabilitythroughquestion,discussionandcooperatinglearning.(Gauthier,2001).PracticallyimplementedcooperativelearninghelpsnotonlytobuildanabundantandhealthyEnglishlearningatmosphere,butalsomakelanguagelearningbecomemoremeaningful,enlargingstudents’knowledgeacquisition(Bolukbas,Keskin,Polat,2011).Givenmorechancestoworktogether,explore,questionandsummarize,studentswillbeconducivetoabsorbingandmemorizingmore(Caposey,&Heider,2003).However,forthestudentswhosescoreswereequalorhigherthan90inthepre-test,theirmeanscoresdidn’tgetimprovebutreduce4.3from93.85to89.55by5.69%inthepro-testwhileforthestudentswhosemeanscoresoflessthan60inincreased41.51%.Therearesomepossiblereasonstoexplaintheresults.Forthesetopstudentswhofallbehind,throughtheobservationofclassroomandinterviewstostudents,itisfoundthatsometopstudentsthinktheyaresuperiortoothersinlearningEnglishandthusnotactiveinthediscussionbecauseofbeingafraidthattheyaresurpassedbytheirpeers.Inaddition,theythinkitisawasteoftimetocooperativewithstudentswithlower-grades.Whenmeetingtheproblems,theyusuallypreferaskingthe37 四川师范大学硕士学位论文teachersforhelpdirectlytotalkwiththeirpeersbecauseintheirviewsiftheproblemisdifficultforthemtoworkout,itisalsoimpossiblefortheirpeerstosolve.Theyare“difficultstudents”forteachers.Also,theyarenotwillingtoconfesstheproblemtheyhave.Therefore,itisdifficulttopersuadethemintoworkingwithothersdeeplybecauseoftheirconceit.Forthestudentswithlowestgrades,moreattentionisusuallypaidtothembyteachers.Hence,theirproblemsareeasytobefoundsothattheteacherisabletotakemeasurestimely.Moreover,theirmarksareusuallythelowestofthegroupandconvenienttogetthechancetoaskquestionsnaturally.Itiscertainthattherearesomestudentswithlowergradesimpolitetotheirpeers.Fromthestartingofthediscussion,theypouredoutalltheirproblemsinfrontofothersimpolitelyandneverappreciatedtheirpeersbecausetheyareusedtotakingitforgrantedthattheirpeershavetheobligationandresponsibilitytohelpthemout.Inthatcase,itiseasytopersuadethemintobepolitetoandrespectothersinfuture.4.3Clearly-responsibilityAllocationandSystematicRulesThedivisionofgroupwithdifferentabilitiesandtaskallocationsisnotonlyjusttocarryoutthecompetitionbutalsohelpfultoworktogetherandlearnfromeachother.Inordertomakesurethatallstudentshavechancestomakecontributionstotheirgroupjustly,itimportantforteacherstocreateasafe,non-threateningandlearner-centeredenvironment(Ning,2011).Ithasgreatpositiveinfluenceonlearningandstructureofclasstoperformthecooperativelearninggroup.(Johnson,&Johnson,1988).Therearesomepossiblereasonstoexplaintheresults.First,setrulesforequalparticipationstoppedhighproficientstudentsinthegroupfromdominatingtheinteraction(Cohen,1994).Intheinterventiongroupeachmembershouldersdifferenttasksinthegroupandenjoysthesameopportunitiestospeaksoitconducivetoarousingtheirinterestsinparticipatinginthediscussion.Itsupportstheideathatsharingacommunalgoal,childrenaremorelikelytocooperatewiththeirteammatestoaccomplishtheobjective(Johnson&Johnson,1998).Second,Studentswithdifferent38 ChapterFourFindingsandDiscussionsabilitiesandtaskallocationscanbenefitfromeachotherandwhenputtogether.Studentspreferlearningingroupsorpairs,andusuallythestudentswithhighmarksenjoyassistingthestudentswithlowermark(Elbaum,etal.,1999).Third,asetofclearandstrictrulesisapreconditiontomakesurethecooperativelearninggoesalongwell.Forexample,everymemberofthegroupanswersthequestioncorrectlywillearnoneortwomarksfortheirgroup.Inaddition,thegroupmarkswillbecalculatedandrankedtochoosethebestgroupeveryweek,monthandsemester.Owningtotherules,itisalsoconducivetokeepingthepassionofstudents’participationinthediscussion.39 ConclusionChapterFiveConclusion5.1ConclusionThroughtheexperiment,students’initiativeandenthusiasmoflearningwereenhanced.TheybecomemoreinterestedinEnglishandactiveinlearningEnglish.ImplementingcooperativelearninginclassofcommentingEnglishtestturnedouttobeausefulandvaluablestrategytohelpstudentsshapecomprehensivecapabilitiesandpromotepositiveinteractionsamongpeers.Also,themajorityofstudents’gradesgotimprovedgreatly.Ithasbeenprovedtobesuccessfulandusefulinteachingstudentscomprehensivecapabilitythroughquestion,discussionandcooperatinglearning.(Gauthier,2001).Moreover,thedivisionofgroupwithdifferentabilitiesandtaskallocationsisnotonlyjusttocarryoutthecompetitionbutalsohelpfultoworktogetherandlearnfromeachother.5.2Implications5.2.1ImplicationforStudentsHowever,forstudentswhosescoresareequalorhigherthan90inthepre-test,theirmeanscoresdecreased5.69%.Throughtheclassobservationandtalkwithstudents,theauthorfindsthatsometopstudentsarereluctanttosharetheiranswersbecauseofworryingthatotherstudentscouldsurpassthem.Somestudentsaresoarrogantthattheythinktheyarebetterthanothers.Eveniftheyhaveproblems,theyarereluctanttoletothersknow.Astheresult,thesefactorsallimpedetheirimprovementinsomecertain.Therefore,theauthorthinktoensureeveryonetogetimproved,theauthorissupposedtomakegreateffortstopersuadethesestudentstojointhecooperationactivelyinfuturethroughhavingmeetingsandtalkswiththem.Anotherproblemisthatsomestudentsmaynotbesuitabletobethegroupleaders40 ChapterFiveConclusionbecauseoftheircharacters.Theymoreliketobeagoodmemberofgroupsandobeytherules.Asaresult,theymayimpedethecooperationimplementednormallyandfluently.Inordertomakeeveryoneactiveinparticipatinginthegroupactivity,itneedstochangethegroupleaderandrebuildthegroup.Therefore,itisnecessaryforteacherstoobservestudentsduringthecourseoftheclasssothattheyarecapableoftakingmeasuresintimetomaketheclassmoresmoothlyandeffectively.5.2.2ImplicationforTeachersWheninterviewingthefourteachers,theauthorfindsthatitpuzzlestheteachersmosttoensurethecooperationclassimplementedfluentlyishowtheauthorcanorganizethestudentswellandkeeptheirpassionoflearninginthediscussion.Infact,toensuretoobtainagoodresultofteaching,italsoneedsasetofstrictrulestomanagestudentsbesidesaclear-outdivisionoflabor.Also,forsometopstudentswhoarenotactiveinthediscussionbecauseofbeingafraidthattheyaresurpassedbyothers,teachersaresupposedtohaveatalkwiththemorholdaclassmeetingaboutittomakethemunderstandtheideas:teachingbenefitsteachersaswellasstudents;thecompetitionshouldbeonthebasisofcooperativelearningandcooperationshouldbeinthecourseofcompetition.Forteachers,effectivefacilitators,theyinterveneandassistintheproblem-solvingprocess,andevaluategroupinteractionsandmonitorhowstudentsaredevelopingtheirlanguageskills,whichallowthemtoadjusttheirmeasuretoimprovestudents’learning(Chen,1998).Therefore,itisnecessaryforteacherstolearnnewandadvancedmanagerialexperiencefromothersandmakethembecome“managers”，“advisers”,“counselors”，“participatorsofanactivity”orotherrolesinteachingtomaketeachingmoreeffective,echoingtheideaofnewcurriculumreform.5.2.3ImplicationforSchoolCooperativelearningisaneffectiveandfeasiblemethodinimplementingtheclassofcommentingEnglishtestpapers.Schoolissupposedtopaymoreattentionto41 Conclusionthenewcurriculumreformandstudents‘knowledgeandcapabilitiesdevelopmentratherthanpushteacherstoaskthemforhighergradesandbuildasetofschoolsysteminlinewiththenewcurriculumreform.Also,teachersaresupposedtobeencouragedtolearnthenewadvancedteachingideasandmakeboldattemptsintheirteaching.5.3LimitationsThisstudymayhaveseverallimitationsthatmayaffectthevalidityorgeneralizabilityofitsresults:(1)Owningtothecauseofeconomyandjobnatureoftheauthor,theobjectsstudiedarestudentsofGrade8inXXXMiddleschool.Hence,itisnotabletofullyextendtheresultstootheraspects.(2)Sometimescertaingroupmembersdidnotgetalongwellandaffectedthegroup-workeffectiveness.Therefore,itisbettertochangecertaingroupmembersortalktothemwithpersuasionandeducation.Sometime,itisagoodwaytoholdasmalllectureaboutit.(3)TheparticipantsareallfromXXXMiddleSchool,becauseitisaquantitativestudy,thelimitednumberofquestionsandstudentssurveyedmaynotfullyrevealacomprehensivepictureofstudents’perspectives.Morequalitativedatasuchasinterviewscouldprovideinsightintostudents’perceptionsofcooperativelearning.(4)IntegratingcooperatinglearningintocommentingEnglishtestpapersisachallengingtaskbecauseitrequiresmoreseriouspreparationsandmoreeffortsbybothteachersandstudents.However,itisconducivetobringingmorepositivelearningmotivationandobtaininghigherachievementsforstudents.WestronglysuggestthatteachersusecooperativelearningfrequentlyincommentingEnglishtestpapers.5.4FutureResearchSuggestionsThisstudyhasproposedanewandeffectivemethodforcommentingEnglishtestpapers.Theeffectivenessoftheproposedtechniquehasbeendemonstratedbyanalyzingthetestscores.Themajorconclusionsandcontributionsofthestudycanbe42 ChapterFiveConclusionsummarizedasfollows:1)ImplementingcooperativestrategyincommentingEnglishtestpapersisfeasibleandeffective.2)Itsuccessfullyinspiredtheenthusiasmandinitiativeofstudentstobepositiveandactiveinstudy.3)Itisconducivetoimprovingstudentslearningcapabilityandobtaininghigherachievementsforstudents.Tosumup,thisresearchsuggeststhatCLincommentingEnglishtestpapersmayplayanimportantroleinEnglishteaching.Itisacriticalfactortoformanenjoyableandsuccessfullanguagelearningatmosphereinthelongrun.Therefore,thistechniquedeservestobewildlyimplementedinhavingtheclassofcommentingEnglishtestpapers.Itnotonlybenefitsintheshorttermacademicachievementsbutalsooverallsocialdevelopmentinthelongterm.43 四川师范大学硕士学位论文AcknowledgementsFirst,Iwouldliketothankmytutor,XXX,IwillneverforgetthedaywhenwemetandIdon’tknowwhattowriteaboutmyarticles.Itisshewhohelpedtoinspiremewhattowriteabout.Iwasfilledwithtrepidationatthebeginningofthisjourney,butherwordsofreassurancemadeitmanageableandanunforgettableexperience.Thetimeshespentinassistingmeinorganizingmythoughts,ideas,anddatawasinvaluable.Igreatlyappreciateherpatienceandguidancethroughoutthisprocess.ImustextendmygratitudetowardsthestudentswhoparticipatedinthisstudyWithoutthem,thisstudywouldalsonothavebeenpossible.Ihopethattheywereabletotakesomethingawayfromthisexperience.Toallmypast,present,andfuturestudentsaswell,Ihopethatmyloveoflearningwillbepassedontothemandthattheywillalsospreadthisloveoflearningtoothers.MyfriendYanjunXue,DrfromAustraliadeservesabigthankyouaswellformotivatingmetocompletewhatIneededtogetdoneandforcheckinginonme.I‘msureI‘dstillbewritingifitwasn‘tforher.Thankmybestfriendandcolleague,HuiGuoforbeingthereformealways.ShehaslistenedtoallofmystrugglesandpickedmeupwhenIneededitmost.Ithasbeenwonderfulgrowingupwithheranditisveryexcitingthatwekeepsharinglife‘smilestonestogether.Lastly,Iwouldliketothankmyfamily.MomandDadyouhavealwaysprovidedmewithnumerousopportunitiesandallowedmetochoosemypath.Duringmypregnancy,myparents-in-lawcametousandhelpedtolookafterme.Thankmyhusband,XuyangLu,forbeingpatientduringmyweekendsatschoolandduringmyboutsofprocrastination.Hetrulymeanstheworldtome.Iamsoexcitedtobefinishedwiththisprocessandcannowenjoymoretimewithhim.44 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Bibliography2012(23):19-21朱媛.对于高三英语试卷讲评课低效率的思考[J].考试周刊，2014（24）:7-751 四川师范大学硕士学位论文AppendixⅠ初中英语试卷讲评课现状调查亲爱的同学：你好！为了更加深入了解初中英语教学中英语试卷目前现状，探索更有效的教学方法，便于更有效的提高同学们的学习积极性和学习效果，特请你参加到本次试卷调查中来，您的认真回答对我们很重要.因此请您仔细阅读后认真如实的回答下面的问题。本次调查无需填写班级和姓名，所以不必有后顾之忧，所以请您如实填写。在此，衷心感谢你对我们工作的支持与配合。1.你喜欢上试卷讲评课么？（）A．不喜欢B.一般C.喜欢D.非常喜欢2.你在试卷讲评课上能学到很多东西么？（）A.不能B.基本上不能C.能学到很多D.能学到一部分3.你认为每道错题都需要老师讲呢？（）A.总是需要B.偶尔需要C.经常需要D.完全不需要4.通常在试卷讲评课上，老师是怎么讲评试卷的？（）A．由成绩优秀的1-2个同学讲B.老师一个人从头讲到尾C.主要是老师讲，偶尔会提问成绩的优秀的同学讲D.学生自己看，有问题问老师5.在试卷讲评课上讲过的错题，以后碰到还出错么？（）A．总是出错B．经常出错C偶尔出错.D.不再出错6.影响你上试卷讲评课的原因是什么？（）A．本来的基础不好B．对英语学习兴趣不高C．试卷讲评课缺乏趣味性52 AppendixAppendixⅠEnglishVersionQuestionnairestostudentsbeforetheExperiment1.DoyoulikehavingclassofcommentingEnglishtestpapers?A.DislikeB.Don’tmind.C.LikeD.Enjoy2.Canyoulearnalotinthisclass?A.No,Ican’t.B.No,Ialmostcannot.C.Yes,Icanlearnalot.D.No,Icanlearnalittle.3.Doyouthinkitisnecessaryforteacherstoexplaineveryproblem?A.AlwaysB.SometimeC.OftenD.Never4.Whatkindofclassdoyouhave?A.Oneortwotopstudentstaketheplaceoftheteachertoexplainmostproblems.B.Theteacherexplainsalltheproblemsalltheway.C.Studentscheckthepapersaloneandasktheteacherforhelpifnecessary.D.Theteacheristhemainspeaker,butsometopstudentsmaybeaskedtoexplainoccasionally.5.Whenyourmistakesorerrorsareexplainedintheclassbyteacher,willyoumakemistakesorerrorsagaininthefuture?A.AlwaysB.OftenC.SometimeD.Never6.Doyouthinkwhyyoucannotlearnwellfromthisclass?A.BecausemyEnglishbasisisnotgood.B.BecauseIamnotinterestedinEnglish.C.Becausethisclassisboringandtiring.53 四川师范大学硕士学位论文AppendixⅡ合作学习的英语试卷讲评课的学生调查表1．你在合作学习的英语试卷讲评课中，同伴的观点对你有帮助么？(）A.同学的观点几乎没什么参考的价值B.同学的观点有时对我一定的影响C.同学的观点和意见对我较明显的启发2．你认为合作学习的英语试卷讲评课中对你和同学的交往有何影响？(）A.与同学之间的交往较之以前并没有什么变化B.与同学之前的交往加深，但对同学之间的关系几乎没什么改善C.与同学之前的交往增多，加深了同学间的了解和友谊3．参与过合作学习的英语试卷讲评课，你如何对待同学在英语学习中的困难？(）A.不关自己的事，所以不闻不问B.马上把答案告诉他，不考虑是否被理解C.主动与其一起探讨，直到解决问题4．参与过合作学习的英语试卷讲评课，日常学习中你如何解决英语学习中的困难？(）A.自己解决，解决不了的就放弃B.马上向英语老师求助C.找自己的合作学习小组成员讨论5．合作学习的英语试卷讲评课对班风、学风有何影响？(）A.班级更加团结了，更有凝聚力，学风更浓了B.容易使班级内出现小团体的现象C.没什么影响6．你认为合作学习的英语试卷讲评课，怎样才能保证效率？(）54 AppendixA.小组同学团结一致，相互依赖，不相互抵毁B.小组同学责任明确，为完成目标分工合作，不浪费时间C.小组应该先放弃差学生避免浪费时间7．开展合作学习英语试卷讲评后，你在英语学习兴趣上有何变化？A.没有什么变化，跟以前一样对英语没兴趣B.不再像以前那样讨厌写英语学习，能按要求完成英语作业C.变得喜欢学习英语8．通过合作学习，你对试卷讲评课的看法？(）A.非常喜欢B.喜欢C.一般，和其他课感觉一样9．在合作学习的英语试卷讲评课中你的问题在课堂上解决了么？(）A.所有的问题都能在课堂上解决B.大部分的问题都能在课堂上得到解决C很少一部分得以解决10．你认为合作学习的英语试卷讲评课是否提高了你的英语学习能力？(）A.大大提高了B.少有提高C.没有提高55 四川师范大学硕士学位论文AppendixⅡEnglishVersionQuestionnairestoStudentsaftertheExperiment1.Doyourpeers’opinionshelpyoualot?(）A.Peers’opinionsdon’thelpmeatall.B.Peers’opinionsassistmetosomeextent.C.Peers’opinionshaveabiginspirationtome.2.Whatinfluencedoyouthinkthiskindofclasshavetoyourrelationshipwithclassmates?(）A.Therelationshipwithmyclassmatesdoesn’tchangeatall.B.Icommunicatewithclassmatesmore,buttherelationshipwithothersisalmostthesame.C.Icommunicatewithclassmatesmore,deepeningunderstandingandfriendshipbetweenclassmates.3.Duringtheclass,whatwillyoudowhenyourpeersmeettroublesinstudy?(）A.Noneofmybusiness.Iwilldonothing.B.Tellhimorheranswerdirectlybeforebeingunderstoodbypeers.C.Beactiveinjoiningthemindiscussinguntilfindthesolution.4.Afterexperiencingthisclass,howdoyoufaceyourproblemsinyourroutineEnglishstudy?(）A.IfIcan’tsolveitalone,Iwillgiveup.B.Iwillasktheteacherforhelp.C.Findmypeersingrouptodiscussfirst.5.Whatagreatinfluencedoesthiskindofclasshaveontheclassandstudyatmosphereafterhavingthisclass?(）A.Theclassbecomemoreuntiedandstudyharderthanbefore.56 AppendixB.Smallgroupsappearmoreoften.C.Itdoesn’thaveanygoodinfluence.6.Whatdoyouthinkwecandotomakeitmoreeffective?(）A.Studentsunitedtogether,dependandnevermaligneachother.B.Studentsshouldertheirownresponsibilityandcooperatewithothersnotwastingtime.C.Studentsingroupshouldgiveupthestudentswithpoorachievementstoavoidwastingtime.7.DoesthisclassimproveyourEnglishstudyinterest?(）A.Nothingchanged.IamnotinterestedinEnglishstill.B.IbegannottohatestudyingEnglishandfinishEnglishhomeworkontime.C.IbegantolovestudyingEnglish.8.Howdoyoulikethisclass?(）A.Ienjoyitverymuch.B.Ilikeit.C.Idon’tmindit.9.Doesthisclasssolveallyourproblemsinclass?(）A.Allmyproblemsaresolvedinclass.B.Mostofmyproblemsaresolvedinclass.C.Fewofmyproblemsaresolvedinclass.10.WhetherdoyouthinkthetypeofclassimproveyourabilityoflearningEnglish?()A.Itimprovesalot.B.Itimprovesalittle.C.Itdoesn’timproveatall.57
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