小组活动在中学英语教学中的应用.docx
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小组活动在中学英语教学中的应用.docx
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小组活动在中学英语教学中的应用
小组活动在中学英语教学中的应用
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小组活动在中学英语教学中的应用
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小组活动在中学英语教学中的应用
TheApplicationofGroupWorktoELTinMiddleSchools
I.Introduction
1.1ABriefIntroductionofGroupWork
Groupworkisagenerictermcoveringamultiplicityoftechniquesinwhichtwoormorestudentsareassignedataskthatinvolvescollaborationandself-initiatedlanguage.
Aclassroomthatiscooperativeusuallyinvolveslearner-centeredcharacteristics.Asstudentsworktogetheringroups,theyshareinformationandcometoeachother’said.Theyareateamwhoseplayersmustworktogetherinordertoachievegoalssuccessfully.Cooperativelearningimpliesanemphasisoncollaborativeeffortsofstudentsandteachersworkingtogethertopursuegoalsandobjectives.Collaborationmaybestrictlyamongstudents,realizedthroughgroupwork.Oritmayinvolvestudent-teachercollaborationinchoosingandcarryingoutactivitiesandinevaluatingprogress.
Long(1975:
217)isprobablyoneoftheearliestresearcherswhoarguedforgroupwork.Hebeganbypointingoutthattraditionallock-stepclassroomsdonotcausenaturallinguisticbehaviorbecausetheyencouragethefollowingassumptions:
1) theteacherinitiateslanguageexchanges;
2) thestudents’taskistorespondtotheteacher;
3) theteacherjudgeswhetherthestudent’sperformanceisacceptable;
4) thesejudgmentsarebasedongrammaticalandphonologicalaccuracy.
Contrarytothelock-stepclassroom,groupworkalwaysinvolvesstudent-studentinteractions.Ontheonehand,thishelpsprovidecomprehensibleinputandgenerateinteractivelanguage.Ontheotherhand,itencouragesstudentstoproducecomprehensibleoutputthroughmeaningnegotiation.Groupworkprovidesopportunitiesforstudentinitiation,forfacetofacegiveandtake,interrupting,askingforclarification,competingforthefloor,extendedconversationalexchanges,andcreatingafriendlylearningenvironment.Groupactivitiesprovidelearnerswithmoreopportunitiestospeakthetargetlanguagethantheteacher-frontedclassroomteaching.Thishelpstofosterstudents’autonomy,responsibility,self-directedlearning,andpeerlearning.
1.2TheAdvantagesofGroupWork
Whilecomparingwithlocksteporindividualwork,groupworkhas,obviously,someadvantages.
First,groupworkoffersmoreopportunitiestospeak.Inourcountrytoday,mostoftheclassesaretraditionallanguageclasses.Teacher’sperformanceisdominant.Teacherslecture,explaingrammarpoints,conductdrills.Teachersevencontrolthewhole-classdiscussioninwhicheachstudentmightgetonlyafewsecondsofaclassperiodtotalk.Groupworkhelpstosolvetheseproblems.Itoffersstudentsmanyopportunitiestospeak.Byestimates,ifhalfoftheclasstimewerespentongroupwork,theindividualpracticetimecouldfive-foldincreaseoverthetraditionalwhole-classpracticetime.
Withtraditionalmethods,languageteachingtendstoberestrictedtoinitiationbytheteacherinanartificialsetting.Butsmallgroupsprovideopportunitiesforstudentinitiation,forface-to-facediscussion,forpracticeinnegotiationofmeaning,forextendedconversationalexchanges,andforstudentadoptionofrolesthatwouldotherwisebeimpossibleinwhole-classwork.
Second,groupworkreducesthepressureandincreasesthemotivation.Studentswillfeelsafeinasmallgroup.Eachindividualinasmallgroupisnotsostarkonpublicdisplay,andnotsovulnerabletowhattheymayperceiveascriticismorrefection.Studentswhoaresilentinthewhole-classworkbecomevocalparticipantsintheprocessofgroupwork.Thesmallgroupbecomesacommunityoflearnerscooperatingwitheachotherinthepursuitofcommongoals.Afurtherbenefitofgroupworkisanincreaseofstudent’smotivation.Aftertheyfeelsafeandrelaxinasmallgroup,theywillthuspursuehigherobjectivesintheirquestforsuccess.
Third,groupworkpromotesstudent’sresponsibility.Today,mostclassesinChinahaveasmanyasfortytosixtystudentstogether.Therefore,whole-classactivityoftengivesstudentsascreentohidebehind.Theonlyteachingtechniquemostteachersusedistocallonstudentsonebyonetotranslatethesentencesortoanswerthequestionsintheirexercisebooks.Andsomestudentsintheclassaresimplytokeeponesentenceoronequestionaheadoftheteacher.Sowhentheyarecalled,theyareready.Thesestudentspaynoattentiontowhatwasbeingtranslatedoransweredjustnow,tothecommentsmadebytheteacher,ortokeepupwiththeirclassmates.Itisunbelievable,butitistrue!
Eveninlessdeadlyclassroomclimates,studentscan“relax”toomuchinwhole-classwork.Itiseasytohideinthewhole-classwork,butitisdifficulttohideinasmallgroup.
Someresearchersarealsoawareoftheadvantagesofsmallgroupwork.Brown(1994:
173-174)suggeststhefollowingadvantagesforgroupwork:
1) Groupworkgeneratesinteractivelanguage.Inatraditionallanguageclassroom,teachertalkisdominant.Groupworkhelpstosolvetheproblemofclassesthataretoolargetooffermanyopportunitiestospeak.Besidesthequantityofoutputmadepossiblethroughgroupwork,thequalityofinteractivelanguageisalsoimproved.
2) Groupworkisasteptowardindividualizinginstruction.Eachstudentinaclassroomhasneedsandabilitiesthatareunique.Usuallythemostsalientindividualdifferenceisarangeofproficiencylevelsacrosstheclass.Smallgroupscanhelpstudentswithvariousabilitiestoaccomplishseparategoals.Theteachercanrecognizeandcapitalizeuponotherindividualdifferencesbycarefulselectionofsmallgroupsandbyadministeringdifferenttaskstodifferentgroups.
Ur(1981:
7-8)gaveadetailedaccountoftheadvantagesofgroupwork.Themainpointsaresummarizedbelow:
1) Themotivationofparticipationimproveswhentheyworkinsmallgroups.Thepersonspeakingisonlyashortdistanceaway,facingtheothersandaddressingthempersonally.Thewholeactivityisimmediateandengaging.
2) Groupworkcanalsorelievetheteacherfromherusualroleofcontroller,andallowshertowanderfreelyroundtheclassgivinghelpwhereneeded.
3) Finally,thereisscopeforpeer-teaching.Inthecourseofgroupdiscussion,studentswilllearnmorefromeachother,whetherconsciouslyorunconsciously.Theymaycorrecteachother’smistakes,andhelpoutwithaneededword.
II.TheApplicationofGroupWorktoELTinMiddleSchools
2.1ThePreparationsofGroupWork
2.1.1TheMethodsofDividingGroups
Therearevariouswaysindividinggroups.However,nomatterwhichwayischosen,wemustbearinmindthatitshouldbehelpfulforgroupmemberstoparticipateintheprocesspositivelyandactively,enablethemtocooperatewithothersandhelpeachother.Therefore,eachmembercanenhancetheirlearningefficiencyandreachthegoaloftheirgroup.Thecommonwaysofdividinggroupsarelistedasfollows.
Accordingtothestudents’age,gender,languagelearningabilitiesorskills,andsoon,itisadvisabletogroupthestudentswhohavethesamequalitiesinateam,orgroupthestudentswhoaredifferentinqualitiesinateam.Butontheviewofthefunctionofthegroupwork,itismuchidealtogroupstudentsinthisway:
differentqualitiesinsideteam,samelevelsbetweenteams.Therefore,membersinagroupcanhelpeachotherandimprovetheirindividualknowledge.
Thiskindofgroupworkisdifferentfromthegroupdiscussionintraditionalteachingmethodology.Generallyspeaking,pairorgroupactivityintraditionalmethodologyismuchrandomandloose;whilegroupworkactivityofdifferentqualitativestudents,tosomeextend,isacohesiveactivityunderthesame,commongoals.Inaddition,groupworkactivitycanorganicallyconnectwiththecontentofclasslearninginpre-class,while-class,aswellaspost-class.
Anotherwayofdividinggroupsistodivideaccordingtothedifficultyofthetask.Groupofthiskindareusuallymadeuptofinishlearningtasksortosolvesomepracticalproblems.Differentfromthefirstwayofgrouping,groupofthiskindisgenerallyhavingitsmemberswiththesamequalities.Butthelevelsofeachgrouparedifferent.Theupperlevelgroupscanaccomplishdifficulttasks,whilethelowerlevelgroupsareabletofinishtasksthatareeasier.Therefore,allthestudentsattheclasscangainthesenseofsuccess.
Inordertoachieveaneffectiveoutcome,thiskindofgroupingrequestteachersdesigningtaskswithvariousdifficulties.Alsostudentscandecidetheirowntasksorgoalsafterdiscussion.Itismuchflexible.
Furthermore,groupsarealsocomposedrelatingtotherelationshipsofthestudents.Studentswhoaremuchfriendlystudytogetherinateam.Althoughitcannotreachtheprincipleof“differentqualitiesinsideteam,samelevelbetweenteams”or“samequalitiesinsideteam,differentlevelsbetweenteams”,itenablesacomfortableandcooperativeenvironment.Andstudentsmaybeabletoaccomplishtheirtaskssurprisinglywell.
Last,groupscanbedividedrandomly.Ifthestudents’levelsareontheaverage,teacherscanadoptthewayofcastinglots.Thiswillbebeneficialtoimpartialcompetitions,andenablestudentstocooperatewithmanymoreothers.
Whicheverwayischosen,teachersshouldbearinmindthattheprerequisiteistheprogressofthestudents.Thetaskshouldbeinterestingandattractive;theformshouldbevarious.Thisevokesthewayofseatarrangement.
2.1.2TheArrangementofSeatsinClassrooms
Seatsshouldbearrangedonthebasisofthetaskandthenumberofthestudents.Generallyspeaking,g
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