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论文作者:论文格式论文属性:硕士毕业论文 thesis登出时间:2014-06-23编辑:lgg点击率:3680
论文字数:36200论文编号:org201406231142073341语种:英语 English地区:中国价格:$ 66
摘要:Small group discussion does help to offer a more relaxing and cooperativeclassroom atmosphere. Students in English classes are able to talk freely of thelanguage.
Chapter 2 Literature Review
2.1 Characteristics of SGD
Small group discussion offers students a good atmosphere of studying bythemselves, which provides a light and positive English learning environment, so wecan assume that students feel they are working on something together with theirteacher. In this case the students will not only listen to teachers but also participate inthe learning process while the teacher also could listen to students’ idea instead oflecturing all by her or himself. Thus we tend to create a friendly and cooperativelearning atmosphere under which the teacher and students will work together toaccomplish the teaching task. In order to fulfill the class activities, the teacher is notthe only participant any longer, the students are encouraged to communicate with theirpartners and speak out their ideas. Thus students-centered classroom is built by thecommon goal of both students and the teacher, during which students will be providedopportunities for face to face communication among groups. Studies indicate thatcooperative learning develops general mutual concern and interpersonal trust amongstudents and increases students' propensity for prosaically behavior (Slavin.1983).Through cooperative learning students will lead to greater improvement in Englishproficiency than traditional whole class methods, which can greatly enhance therelationship between team members.
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2.2 Types of SGD
Small group discussion can be divided into the following types according to thetasks:Information-gap tasks mean students will be given different bits of information.By working together with teammates students will join their hands together to reachthe common goal.2Ranking activities:through a activity, there must exist something priority andsomething less, thus in the discussion of which ranks first, students get to practicetheir language. Jigsaw tasks:it is an information gap in which students will beassigned different information, in order to finish the final goal, students has to put thattogether to have that completed.(Brown, H.D.2001)Problem-solving tasks: It emphasizes the solution of a specific problem. Herewe call for the ability of raising and solving problems. Decision-making tasks:itrequires students to come to a conclusion when they have to make a decision aboutthe ultimate goal of the group.4.Opinion exchange tasks:though there may exist disagreements on issues insmall group discussion, since it involves not only one but several persons, none ofthem should be ignored, each piece of advice should be valued and respected.
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Chapter 3 Research Methodology ......18
3.1 Research Questions .......18
3.2 Subjects .....18
3.3 Instruments .....18
3.4 Procedure........19
3.5 Data Collection....20
Chapter 4 Analysis and Discussions ........21
4.1 Data Analysis.......21
4.1.1 Analysis of Tests’ Result ........21
4.1.2 The Facilitating Factors ....22
4.1.3 The Inhabiting Factors ......24
4.1.4 The Distribution of SGD........27
4.1.5 Interviews......294.2 Discussions.....31
Chapter 5 Conclusions.....37
5.1 Findings of the Study.....37
5.2 Implications ....38
5.3 Limitations and Suggestions for Further Research ....38
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