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Employing Cooperative Learning as an Instructional Strategy to Teach the Silent/Pre-production and Production English Language Learners

机译：将合作学习作为一种教学策略来教导沉默/预生产和生产英语学习者

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摘要

With the significant increase in the number of immigrants entering the United States, schools and adult programs must prepare teachers to teach English Language Learners. The problem is that educators are unsure of what is the most effective method to teach the increasing number of ELLs who are in the silent/pre-production and production stages of learning the new language, and these learners are not engaging in appropriate cooperative learning strategies. Teachers are overwhelmed since many are not equipped to teach ELLs. This impact has left a greater need for educators to identify strategies to assist learners in acquiring the English language to gain employment and enter higher education. The purpose of this qualitative case study was to discern the effectiveness of cooperative learning strategies, a theory supported by Johnson and Johnson cognitive developmental and social interdependence perspective. Participants for this study were ELLs who were at least 18 years old and did not speak English. Participants had to be enrolled in an English as a Second Language (ESL) Adult Education program. Data were collected by observing students interacting in groups and with their peers in a classroom. ESL teachers were also part of the data collection process through interviews, using an open-ended, semi-structured process. The data were analyzed using thematic analysis in (a) Strategies, (b) Evaluating Success, and (c) Teaching. Findings suggested that cooperative-learning strategies not only increased students' acquisition, it also improved social interactions; as such, teachers should be encouraged to use the approach. The study concluded with potential implications that ELLs were at different levels; secondly, some ELLs might become dependent on others to speak for them, and that teachers in the setting did not evaluate their own students. Future studies should observe ELLs for longer periods to identify if their goals were realized, in addition, ELL's pre-test scores should be compared with their post-test scores to ascertain their growth in language acquisition.
机译：随着进入美国的移民人数的大量增加，学校和成人课程必须为教师提供英语语言学习者的教学准备。问题在于，教育者不确定什么是最有效的方法来教授处于学习新语言的无声/预生产和生产阶段的ELL，并且这些学习者没有参与适当的合作学习策略。由于许多人没有教授ELL的能力，因此老师不知所措。这种影响使教育工作者更加需要确定策略，以帮助学习者获得英语，从而获得就业和进入高等教育。该定性案例研究的目的是识别合作学习策略的有效性，该理论得到了Johnson和Johnson认知发展和社会相互依赖观点的支持。这项研究的参与者是至少18岁且不会说英语的ELL。参加者必须参加英语作为第二语言（ESL）的成人教育计划。数据是通过观察学生在课堂上与小组和同伴互动而收集的。 ESL教师还通过不限成员名额，半结构化过程通过访谈进行了数据收集过程。在（a）策略，（b）评估成功和（c）教学中使用主题分析对数据进行了分析。研究结果表明，合作学习策略不仅增加了学生的学习量，而且还改善了社交互动。因此，应鼓励教师使用该方法。该研究得出结论，并暗示ELL处于不同水平。其次，一些ELL可能会依赖其他人为他们代言，并且环境中的老师没有评估自己的学生。未来的研究应观察ELL更长的时间，以识别其目标是否实现，此外，应将ELL的测试前分数与测试后分数进行比较，以确定其在语言习得方面的增长。

著录项

  • 作者

    Russell, Ella.;

  • 作者单位

    Northcentral University.;

  • 授予单位 Northcentral University.;
  • 学科 English as a second language.
  • 学位 Ph.D.
  • 年度 2017
  • 页码 184 p.
  • 总页数 184
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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