The Impact Of Cooperative Learning In Teaching English

Pronunciation

Instructor: Dr. Pi-Ying Hsu Presenter: Joanne (Pei-Yi) Ho

Date: Jan 07, 2013

Contents

Introduction1

Literature Review2

Methodology3

Introduction

Background of The Study Cooperative language learning has been proved as

an effective instructional approach in building up the cognitive and linguistic development of learners of English as a Second Language (ESL) and English as a Foreign Language (EFL) .

(rKagan, 1995; Kessler, 1992; McGroarty, 1989, 1993).

Introduction

Accurate pronunciation in English, as one of the four language skills of listening, speaking, reading and writing, has been an important goal in teaching ELLs because it is important not only in communication, but also in reading and writing, which pave the path to academic achievement.

(Badian, 1998)

Introduction

Purpose Of The Study This study examined whether cooperative learning

structures make a significant impact on English language learner participants’ overall pronunciation of target English sounds.

Introduction

Research Question What is the relationship between student

involvement in cooperative learning and their English pronunciation skill?

Literature Review

A. Benefits of Cooperative Learning.

Benefits

Interaction with others enables students to make sense of their learning and be responsible.

(Adam&Hamm,1994)

Striving to create a group situation that will foster support and feedback systems & general social skills.Rushatz (1992)

Literature Review

motivationgroup processing

dependability

interactivity the use of collaborative skills

competition

accountability

Elements

Literature Review

Many different forms of assessment should be implemented into small group activities, including the evaluation of presentations, assignments and projects. (Meyers, 1997)

Methodology

Participants 80 Participants of Two Classes From Private Vocational High School In Hsin chu. Similar Level Of English Proficiency Determined By

School Criteria.

Methodology

Procedure

80 ParticipantsPre-test

Control GroupCV setting

Experimental Group C.L. setting

Methodology

•Note taking•Jigsaw puzzleII•Role-play•Joint Project•Quiz

•8 students as a group.

•Remained consistent throughout the whole period.

•All data (scores) will be collected•Questionnaire•Post-test

Groups Purpose Response

Experimental group:

Methodology

Measurement Teaching Material: Han –Lin KK Phonetic

Transcription Material Test Tool: Han –Lin KK Phonetic Transcription Test