英语论文网

ple of teaching procedures in reading ...................................41-43
    4.2 Teaching procedures in experimental class ...................................43-54
        4.2.1 Preparations before class ...................................43-47
            4.2.1.1 Role assignment ...................................44-45
            4.2.1.2 Teacher’s role ...................................45-46
            4.2.1.3 Pair building................................... 46-47
        4.2.2 Cooperative Learning activities in ...................................47-54
            4.2.2.1 Cooperative Learning activities ................................... 48-51
            4.2.2.2 Implementation of CL in...................................51-54
    4.3 Summary................................... 54-55
Chapter Five Data Analysis ...................................55-71
    5.1 Analysis of pre-test and post-test................................... 55-58
    5.2 Analysis of questionnaire ................................... 58-65
    5.3 Analysis of questionnaire ................................... 65-68
    5.4 Analysis of interviews................................... 68-70
　　5.5 Summary ...................................70-71
　　
　　Chapter Six Conclusion结论
　　
　　After the experiment, the teacher and the students all gained a lot from CL. Theconclusion was based on the analysis of data from two tests, two questionnaires andfour interviews. It was sure that students in experimental class benefited a lot inlearning motivations, interests and social skills although the experiment procedurehad its merits and demerits. Major findings, some limitations and recommendationswill be presented in this chapter.
　　
　　6.1 Findings发现
 CL improves students’ reading achievementAfter the experiment, the author drew the conclusion that the cooperativelearning method had a positive effect on students’ reading abilities in Englishachievement and their reading skills. By comparison, the author found greatdifferences between control class and experimental class on various aspects. Wetotally agreed that the experimental class gained more in English reading achievementthan the control class. What the students learned and practiced determined theirinterest in English reading. The results of heterogeneous group members’ academicachievements indicated that all of the students of different levels help each other anddiscuss the assigned tasks actively in order to achieve the common goal. Finally, all ofthe students got improvement in English reading.Comparing the result of pre-questionnaire with post-questionnaire, the number ofstudents’ who showed great interest in reading is increasing. Apart from that, the morethey prepared, the better they would do in group activities. If students known littleabout CL, they would not willing to take it seriously in team activities. According tothe 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。