1、1 渤海大学外语学院 2011届硕士学位论文答辩会 中国 锦州 2014-10-15 2 By Zhao Yuanyuan Zhao Yuanyuan Supervised by A.Prof. Luli School of Foreign Studies, BoHai University 2014-10-15 A Study on the Application in A Study on the Application in Cooperative Learning to English Cooperative Learning to English Reading Teaching i
2、n Senior High Reading Teaching in Senior High School School 3 The Outline of presentation Why? How? What? Research 4 Outline of my thesis 1.Introduction 2.Literature Review 3.Experiment design and procedures 4.The Analysis of result 5.Conclusion 5 Why did I choose the theme for my study? ?Some probl
3、ems of reading teaching method in High School. ?Cooperative learning method will be useful for high school English teachers according to the conclusion of the experiment. Research Orientation: 6 Q1: Can Cooperative Learning improve students reading achievement? Research Questions Q2: Can students mo
4、tivation of reading be enhanced by conducting the Cooperative learning strategy? 7 The theory of Cooperative Learning Hierarchy of Needs Theory Constructionist theory Theories of motivation Theories relating to the English reading teaching. 8 How? Participants Instruments Teaching mode Research Desi
5、gn 9 Research Design Class Grade number Experimental Class Three 48 Control Class Three 48 the Participants 10 2. Questionnaires 1.Pre-test and Post-test Instruments Pre-test and Post-rest are reading comprehension from 2012 and 2013 Liaoning College Entrance Examination papers. The two test papers
6、are almost of the same difficult. 11 Time Test Subject Purpose 2013.9 Pre-test 48 Prove both classes are at the same reading level 2014.1 Post-test 48 Get and analyze the data Questionnaire I including the learning interests, motivations and personal feelings was conducted for both class twice befor
7、e and after the experiment in order to compare the experimental results. Questionnaire II was designed only for experimental class to find out the changes of students after cooperative experiment. 13 Data collection Teaching Mode in Control Class Teacher Students Reading materials out of text books
8、Direct communication 14 Teaching Mode in experimental class Step 1：group division(choose one reporter in each group and change them by turns) Step 2： pre-reading, while reading and post-reading, tasks are finished by Ss in groups and showed by reporters. Step 3: Monitor and evaluate the group work.
9、15 What? Test Questionnaire Data analysis Research Questions 16 Table 4.4: Analysis of academic achievements in CC and EC in pre-test and post-test Group N Mean Std. Deviation SE. Mean CC Pre-test Post-test 48 69.7083 8.29242 1.19691 48 70.8750 8.06259 1.16373 EC Pre-test Post-test 48 69.4167 8.6241
10、5 1.24479 48 74.9583 8.30267 1.19839 Test 17 Table 4.5: Analysis of the reading achievements of different levels students in EC & CC Students of different level(scores in pre-test) Mean Score in Control class Mean Score in Experimental class Pre-test Post-test Pre-test Post-test Excellent students 8
11、4.2 84.6 84.4 88.2 Average students 72.43 74.5 72.5 78.64 Slow students 62.7 62.78 63.4 68.2 18 Questionnaire I Comparison between Cc and Ec in reading interests Ec Cc A:enjoy reading B:like reading C:sometimes like reading D:do not like 19 Questionnaire I Comparison between Cc and Ec in reading mot
12、ivation Cc Ec A:enjoy reading B:like reading C:sometimes like reading D:do not like 20 Questionnaire I Comparison between Cc and Ec in social skill Cc Ec A:speak actively B:like speaking C:sometimes like speaking D:do not like 21 Questionnaire II Table 4.9: Analysis of students interest in reading i
13、n experimental class The number of students and percentage Questions Always Often Sometimes Seldom N A % N B % N C % N D % Question1 18 37.45 24 50.00 6 12.50 Question2 28 58.32 16 33.33 4 8.33 Question3 20 41.66 24 50.00 4 8.33 Question4 21 43.75 20 41.66 6 12.50 1 2.08 Question5 22 45.83 21 43.75
14、5 10.41 Questionnaire II 22 Table 4.10: Analysis of students motivation in experimental class The number of students and percentage Questions Always Often Sometimes Seldom N A % N B % N C % N D % Question6 22 45.83 21 43.75 5 10.41 Question7 21 43.75 20 41.66 6 12.50 Question8 18 37.45 24 50.00 6 12
15、.50 Question9 28 58.32 16 33.33 3 6.25 1 2.08 Question10 20 41.66 24 50.00 4 8.33 23 Questionnaire II Table 4.10: Analysis of students social skill in experimental class The number of students and percentage Questions Always Often Sometimes Seldom N A % N B % N C % N D % Question11 10 20.88 15 31.25
16、 21 43.75 2 4.16 Question12 16 33.33 23 47.91 7 14.58 2 4.16 Question13 15 31.23 29 60.41 4 8.33 Question14 21 43.75 20 41.66 6 12.50 1 2.08 Question15 25 45.83 16 33.33 5 10.41 24 ?Conclusion: Cooperative Learning strategy is useful in improving Sss reading achievement as well as in enhancing Sss r
17、eading motivation Conclusion 25 Limitations ?The number of the chosen students is not big enough . ?The time for this complex experiment is short. ?The quality of questionnaires need to be refined and improved. 26 ?1 Firstly, this thesis is not only a guidance to students but also the instruction to
18、 English teachers. It is very necessary for teachers to learn cooperative learning skill, which is the foundation for teachers teaching. ?2 Students are not very familiar with cooperative learning method so they can not always make full use of Cooperative Learning, even the skilled students. So it i
19、s one of the biggest problems for researchers to solve how teachers maximize the effect of Cooperative Learning. In fact, no matter what method we use, we should take the students as the core, and focus more on students needs . We can not have blind faith in Cooperative Learning, for no teaching approach is perfect. Suggestions 27 Thank you for your attention!
