Contribution of cooperative language learning to ICCintercultural. competence

Transcription

1 Contribution of cooperative language learning to ICCintercultural communicative competence Ivana Mičínová Evropský sociální fond Praha & EU: Investujeme do vaší budoucnosti

2 Many times a day I realize how much my own outer and inner life is built upon the labours of my fellow men, both living and dead, and how earnestly I must exert myself in order to give in return as much as I have received. (Albert Einstein)

3 Definition of Cooperative learning Cooperative learning is a group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others. (Kagan, 1992)

4 Principles of cooperative learning 1. positive interdependence, i.e. when the students perceive that they can achieve their learning goals if all members of their group also attain their goals. (Johnson, 1975:77) 2. face-to-face promotive interaction, i. e. it exists when individuals encourage and facilitate each other s efforts to complete tasks in order to reach the group s goals. (1975:82) 3. interpersonal skills, i.e. interactive abilities that allow the group to work succesfully, to communicate with trust, to solve conflicts, etc. (1975:83) 4. individual accountability, i.e. it exits when each member of the group knows exactly which part of the task he/she is responsible for (1975:80) 5. group processing, i.e. the members of the group assess how well they are functioning (1975:85). (see also Kasíková, 2007:84-5)

5 Roles of the learner To be a member of the group. To cooperate with other learners on the task. To use team work strategies. To control own process of learning(choice of topic or task, speed, order). To learn how to plan, monitor and evaluate the process of learning. To be active. To manage the time. To pass information. To teach others. To check others.

6 Role of the teacher To create structured tasks. To organize the learning environment. To set out goals, plan and assess. To organize learners in groups and distributes the roles. To prepare teaching materials. To facilitate learning. To monitor and evaluate the feedback(group processing). To manage the groups and intervene in difficulties and failures.

7 How to prevent failures of traditional group work? 1. rich-get richer effect - the more dominant student finishes the task for the rest of the group, he/she profits from usurping the group s space, while less confident students having little chance to participate, i.e. their chance to use the target language is minimal. 2. free rider effect the weaker students produce very little effort in knowing that somebody else can do it for them 3. sucker effect the weaker work only for their profit (a mark), the better realize that and refuse working for the benefit of others 4. ganging up against the task when the whole group decides to sabotage the task 5. social loafing when the group does not feel the pressure to work at maximum of their efforts. (Johnson, Johnson, Holubec, 1975:74)

8 Typical techniques of CLL Jigsaw. Any task organized as a group work using the principles of CLL. (Task is divided into indepedent tasks, each member is given a separate task, then all members share information and complete the whole task.)

9 Contribution of CLL Cooperative situations contribute to an overall sense of personal success, efficacy, control, esteem, and competence. It increases intrinsic motivation and achievement, coping with failure, controlling anxiety, helping others achieve. Helping enhances student s self-esteem and clarifies their identity as a friend or colleague. (Johnson, Johnson, 1989:11) It makes people feel better about themselves.

10 Literature: Hughes, A. Testing for Language Teachers. Cambridge : CUP, ISBN Johnson, D. W.; Johnson, R. T. Cooperation and Competition. Theory and research. Edina (MN): Interaction Book Company, ISBN Johnson, D. W.; Johnson, R. T. Learning together and Alone. Edina (MN): Interaction Book Company, ISBN Kagan, S. Cooperative learning. San Clemente (CA): Kagan Cooperative Learning, ISBN Kasíková, H. Kooperativní učení a vyučování. Praha: Karolinum, ISBN McCafferty S. G.; Jacobs G.M.; DaSilva Iddings A.Ch. Cooperative Learning and Second Language Teaching. CUP, ISBN Mičínová I.: Přínos kooperativního učení k výuce cizích jazyků. [CD] Sborník příspěvků z konference konané na Fakultě humanitních studií Univerzity Tomáše Bati ve Zlíně 25.září ISBN Společný evropský referenční rámec pro jazyky [online] [cit ]. Dostupné z: <

11 All human life is like mountain climbing. Cooperation is the key to our evolution as a species. Humans do not have a choice. We have to cooperate. (Johnson, Johnson, 1989:2-3)

12 Thank you for your cooperation