Abstract

Cooperative learning is an effective teaching strategy, which takes the group study as the basic organizational form with the aim at achieving the common goal through communication and coordination. Since the New Curriculum Reform, it has been gradually applied in student-centered English teaching. As for reading ability, it is not only a requirement in the new Senior English Curriculum Reform, but also an important way to promote students' overall language ability. So a growing number of English teachers combine cooperative learning with reading in high school. They advocate using group work in reading class to cultivate students’ cooperative skills, strengthen their subject consciousness, activate their thinking and improve their integrated language abilities.

Based on some relevant theories and with the help of classroom observation, interview and questionnaire, this paper mainly aims to answer the following three questions: First, how do senior high school English teachers design and implement group work in post-reading? Second, how do students feel about the group work? Third, what problems do the teachers confront when organizing the group work? The research suggests that teachers usually organize group work in post-reading from six aspects, namely type of group work, group members, time assignment, instructions before group work, multiple roles during group work and feedback after students’ demonstration. Besides, most students hold a positive attitude towards the group work. Moreover, the large size of class and limited teaching time bring teachers problems in designing and implementing group work. 

Key Words: Teaching Reading; Group Work; Cooperative Learning; Post-reading

Contents

Abstract

摘要

1  Introduction-1

1.1 Research Background-1

1.2 Research Purpose-2

1.3 Significance of the Research-2

1.4 Structure of the Paper-3

2  Literature Review-4

2.1 PWP Reading Model-4

2.1.1 The General Introduction to PWP Reading Model-4

2.1.2 Principles of Using Post-reading Activities-5

2.2 Cooperative Learning-6

2.2.1 Studies on Cooperative Learning Aboard-6

2.2.2 Studies on Cooperative Learning at Home-7

2.3 Group Work-7

2.3.1 The Relationship between Group Work and Cooperative Learning-7

2.3.2 Types of Group Work in Post-reading-8

3  Methodology-10

3.1 Research Questions-10

3.2 Participants-10

3.3 Research Methods-11

3.3.1 Classroom Observation-11

3.3.2 Interview-12

3.3.3 Questionnaire-13

3.4 Data Collection and Analysis-13

4  Results and Discussion-15

4.1 Designing and Implementing of Group Work in Post-reading-15

4.1.1 Types of Group Work-15

4.1.2 Group Members-16

4.1.3 Time Arrangement-17

4.1.4 Instructions before Group Work-17

4.1.5 Teachers’ Multiple Roles-18

4.1.6 Feedback after Students’ Demonstration-19

4.2 Students’ Attitude to the Activities-19

4.3 Problems Confronted by the Teachers-20

5  Conclusion-21

5.1 Major Findings of the Research-21

5.2 Implications of the Research-21

5.3 Limitations of the Research-22

Appendix-23

Appendix Ⅰ Interview Questions for Teachers-23

Appendix Ⅱ Questionnaire for Students-23

Bibliography-25

Acknowledgements-27