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As well, comprehensible output is greatly enhanced as the affective filter is lowered in a small group. “There is more opportunity for oral practice and for repetition of content information” as English learners communicate with others in the group. The talk in a small group is regarding what is taking place in the moment as the task nears completion, and therefore the relevance of output (and input as well) is greater. In addition, “feedback and correction are nonjudgmental and immediate” as the group members communicate together. (Haynes, 2005) Cooperative learning allows for students to both hear and speak as they acquire language skills necessary to continue their learning academically and socially.In addition to the academic factors of comprehensible input and output in the cognitive processes of language acquisition, there are other important implications for the second language learner in the classroom. Second language learners must become viable members of the social network of the classroom, and therefore “for cooperative learning to be successful in second language education, a number of issues must be addressed.” (Jacobs, 2001) These issues are not only necessary for the student to function well socially, but will also enhance their academic interactions as well. The “teaching of collaborative skills, such as disagreeing politely, asking for help and giving examples and explanations” (Jacobs, 2001) is needed for all students working in cooperative groups, and this additional teaching of social interaction skills helps the second language student obtain higher levels of speaking and listening ability. “These skills are also vital language skills, skills that will serve students well in their future academic careers and in other aspects of their lives where they collaborate with others.


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