4。1 The first question 7

4。2 The second question 7

4。3 The third question 7

4。4 The Fourth question 8

5。 Discussion 9

Conclusion 10

References 11

1。 Introduction

In recent years, cooperative learning has drawn greater attention in the fields of second language acquisition and second/foreign language teaching。 Cooperative learning has been defined as “small groups of learners working together as a team to solve problem, completing a task, or accomplish a common goal” (Artz& Newman, 1990)。 Cooperative learning is a teaching arrangement that refers to small heterogeneous groups of students working together to achieve a common goal (Kagan, 1994)。 Students work in different groups and are responsible for the group performance as well as their own。 It is also defined as the instructional use of small groups so that students work together to maximize their own and each other’s learning (Johnson,et al。 2000)。 

This study aims to work on the long-term effect of cooperative learning on the word-building competence。 To reach the goals of the study, the following questions will be posed:

1。 What are the short-term effects of CL on the word-building task?论文网

2。 What are the long-term effects of CL on the word-building task?

3。 In short-term CL, is the difficulty of the task related to the effect of cooperative learning?

4。 In long-term CL, is the difficulty of the task related to the effect of cooperative learning?

2。 A Survey of Cooperative learning 

The cooperative learning theory was first put forward by some social theorists such as Allport, Watson, Shaw, and Mead who find that group work was more effective and efficient in quantity, quality, and overall productivity when compared to working alone (Gilles, R。M。, & Adrian, F。 2003)。 However, it wasn’t until 1937 when researchers May and Doob found that people who cooperate and work together to achieve shared goals, were more successful in attaining outcomes, than those who worked independently to complete the same goals。 

Philosophers and psychologists in the 1930s and 40s such as John Dewey, Kurt Lewin, and Morton Deutsh also influenced the cooperative learning theory practiced today (Sharan, 2010)。 Dewey held the belief that it was essential that students develop knowledge and social skills which could be used outside of the classroom, and in the democratic society。 In this theory, students are regarded as active receivers of knowledge by discussing information and answers in groups, involving in the learning process together rather than being passive recipients of information (e。g。, teacher talking, students listening)。

Lewin believed that only when relationships between group members were established could the learning goal carry out and achieve。 And that is his contribution to cooperative learning。 Deutsh’s contribution to cooperative learning was positive social interdependence, the idea that the student is responsible for contributing to group knowledge (Sharan, 2010)。

Since then, David and Roger Johnson have been actively contributing to the cooperative learning theory。 In 1975, they identified that cooperative learning accelerated mutual liking, high acceptance, better communication and support, as well as displayed an increase in a variety of thinking strategies among inpiduals in the group。 Students who showed to be more competitive lacked in their interaction and trust with others, as well as in their emotional involvement with other students。