Overall Review of Cooperative English Learning in Junior High School

王佩玉

【Abstract】Since the introduction of CL theory to China in the 1980s， an increasing number of experts， scholars and front-line teachers of education have begun looking into its potential applicability in junior high school education. Through an examination of its basic theories， characteristics and essential elements， this paper is going to help those English teachers have a clear idea about the cooperative English learning， and use this good teaching method at English classes in Chinese junior high school.

【Key words】English teaching in junior high school； cooperative learning

Theoretical elements

Cooperative Learning （CL） was first introduced to America in the 1960s and subsequently developed between the1960s and the 1970s；it then picked up momentum and eventually gained popularity in the late 1980s. Since then， CL has become popular all over the world， and become known as an effective teaching strategy across numerous educational fields. CL has not only created superior social environments for classroom education but has greatly improved the academic achievements and development of underachieving students as well.

1. Definitions of Cooperative Learning

There are various definitions of CL due to different perspectives of those who has defined it；experts and scholars from different fields of study define it and explain it according to different criteria.

In 1984， the American CL theory founders David Johnson and Roger Johnson pointed out that in an ideal CL classroom， every student would learn best by studying cooperatively with others. They believed students would achieve better results if they enjoyed studying and would ultimately be able to work better on their own.

In 1990， Robert Slavin， a famous American researcher considered CL in terms of “teaching patterns” in which students can study in groups and are evaluated by the performances or the total scores of a group.

In 1995， Watson， a famous cooperative learning scholar， defined it as a beneficial method for students to help each other， and learn from others.

There are different explanations and definitions of CL put forward by scholars from different countries. Examining what they have argued can lead us to a deeper understanding of its applicability in different situations.

2. Connotations of Cooperative English Learning in Junior Middle School

Since English is a second language for Chinese students， there must be some difficulties for them to learn it. Furthermore， students who study English in junior high school are all adolescents. Adolescence is a key stage in human development. Therefore， the applicability of CL for Junior high school English should be considered very important and deserves further consideration. Under the guidance of an English teacher， students can easily study in small groups composed of 2-6 members. For the entire period of study， students use English as the primary language to communicate with each other. Each group member can help others， and by cooperating with each other they improve their English-learning ability together. Then， a presentation or examination will show their learning results. Additionally， teachers and students use group performances to assess each group members score in order to determine whether or how they should be rewarded.endprint

2.1 Elements of Cooperative English Learning

This section is concerned with four essential elements which are considered indispensable and must be included in order to make sure that a class is indeed engaging in CL.

2.1.1 Positive Interdependence

The first and foremost essential element for CL is positive interdependence. Within CL situations， students not only have to focus on their own achievement but also need to ensure that all of the members in their group acquire knowledge well. In short， positive interdependence means each individual has to take responsibility for the study performed by other group members. For instance， just like in a football game， you will not win while others fail. Positive interdependence takes place when one student who is poor in some knowledge is aided by others who can help him or her solve their problems. Research shows that positive interdependence can increase the quality of cooperation. There is no doubt that positive interdependence is the core of the CL process.

2.1.2 Individual Accountability

The second core element of CL is individual accountability， which refers to each member of a study group having to take some responsibilities for at least one study task. Through evaluating the performance of every student， teachers give the individual and group feedback. Therefore， it can make every student take responsibility for the success of the group and reduce the tendency for some students to “hitch-hike”.

2.1.3 Interpersonal and Small-Group Skills

Compared with individual learning， CL is more complex. Therefore students not only learn academic skills but also learn social skills， such as， decision-making， trust-building， and conflict-management skills. Students cant gain success in CL unless teachers teach them some basic social skills. Teachers also need to motivate students to use social skills in order to allow them to apply their skills to communicate with their group members and build good relationships.

2.2 Characteristics of Cooperative English Learning

In this section， we are going to introduce some basic characteristics of cooperative English learning. All of these characteristics can be seen as essential factors that a successful CL class have to include.

2.2.1 Mutual Communication

English is a language and an instrument for communicating. English class is a place in which teachers and students can communicate with each other. The core of CL learning is to break the traditional teaching pattern in which the teacher plays the primary role in English class， and build a cooperatively-based teaching pattern. This new pattern is aimed at increasing students classroom roles. Teachers are not only the people who impart knowledge， but also the ones who convey knowledge. Students are not only receivers of knowledge， but also leaders and partners in the process of CL English learning.endprint

2.2.2 Openness

Traditional English class is a one-way class where teachers always attempt to pour all of their knowledge into students heads， while ignoring the importance of opening pathways for interactive learning. However， cooperative English learning is totally different from the traditional teaching approaches. The disadvantages of traditional ways of teaching are obvious：students lack enough chance to think in an independent way， and lack chances to communicate with others. However， CL has the characteristics of an open forum， which can help students to broaden their horizons and help them to increase the speed and effectiveness of their creativity.

2.2.3 Students Subjectivity

CL requires paying close attention to students subjectivity. CL theories argue that students are the host of learning and are not solely receivers of information. In cooperative English learning class， through communicating and talking with others about their own knowledge and experiences， students can learn from others and improve their own ability. In short， students can learn more knowledge by using students subjectivity.

3. Conclusions

Since English is a second language for Chinese students， there must be some difficulties for them to learn it. Students who study English in junior high school are all adolescents. Adolescence is a key stage in human development. Therefore， the applicability of CL for Junior high school English should be considered very important and deserves further consideration. Under the guidance of an English teacher， students can easily study in small groups composed of 2-6 members. For the entire period of study， students use English as the primary language to communicate with each other. Each group member can help others， and by cooperating with each other they improve their English-learning ability together. Then， a presentation or examination will show their learning results. Additionally， teachers and students use group performances to assess each group members score in order to determine whether or how they should be rewarded.

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