Kim I.A.
Taraz State University, Kazakhstan
Cooperative learning as means of motivating students at the lessons
of the course “Professionally
oriented language”
Two years ago a
new course “Professionally oriented foreign language” was introduced into the
curriculum of our University. This course is not a new idea as it is based on
ESP, or EST (English for Science and Technology) to be more precise, which
appeared long ago and the main aim and characteristics (absolute and variable)
of these courses are very similar. They should meet specified needs of the
learner; they should be designed for specific disciplines and
activities and centered on the language appropriate to those activities in
syntax, lexis, discourse, semantics, skills and etc.
This course is
for third year students and it is supposed that they have acquired some basic
knowledge of the language system or even achieved the intermediate level.
In this case it
is becoming clear that we should concentrate more on language in context rather
than teaching some language structures and grammar rules, practicing them in
different situations.
By the third year
of their studies students have already studied basics of their profession and
got subject-matter knowledge. This helps them understand the subject-matter
content expressed in English. Students acquire English better as they work with
materials which they find interesting and relevant and which they can use in
their professional work or further studies. Sometimes it is becoming very
motivating for students to learn the language and it allows them to learn it
faster.
While teaching
ESP we develop the same language skills as compared with the English for general
purposes. They are: listening, reading, speaking, and writing, which are the
basic language skills.
Much attention is
paid to developing speaking skills. But sometimes it is difficult to provide
all students with practice in speaking as in our case we have large groups of
students and it is impossible to manage the time and give each student a chance
to speak. Usually very active students speak more and students who are not very
good at English try to keep silence and not to speak in public.
What can be done
in this case? In this situation we can use cooperative or collaborative
learning. “Cooperative or collaborative learning is a method of teaching and
learning in which students team together to explore a significant question or
create a meaningful project”. In cooperative learning, students work together
in small groups on a definite activity. They understand that they are
individually responsible for their own work, and the work of the whole group.
Work in teams has
a lot of advantages. Students can share their knowledge improve their weak
skills. They develop their interpersonal skills. Students use the target
language and improve their communicative skills. They learn to interact with
others as they discuss solutions and outcomes of the solution. They learn to
negotiate when they try to agree on different points of the solution, thus they
develop critical thinking skills. They learn to deal with conflict. When groups
have clear cut objectives, students are engaged in numerous activities that
improve their understanding of the explored subjects.
Cooperative
learning can be used when students work together in the same place on a
structured project in a small group. Like in our case when we give the students
majoring in construction the task to work out a project “A house of my dream”.
This project should include the following: general description of the house,
its technical drawing, elevations (a view from one side) and cross-sections,
exploded views and the plan view. The students also have to choose what
construction materials would be used for building the house, and making the
road to the house. A very important thing here is also to describe safety rules
which must be observed in the process of construction. In these groups we
include students whose major is: construction, architecture, road construction,
production of building materials and life safety. These groups are usually
mixed-skill students’ groups as it has been already mentioned above the groups
are large and students have different level of knowledge. But it can be of
advantage for students as they master their language working with strong
students, and they always can help them as they feel responsibility for the
results of their work. At the same time they learn to respect other participants
in the group and what is more important their knowledge and their contribution
into the common project.
All the students
are actively involved in the process of learning. Each member has opportunities
to contribute in these groups and it depends on their abilities. And it differs
from other methods of teaching because students work together in a team rather
than compete with each other.
But there is
another thing which should be mentioned here. In order to make this technique
work the teacher should create an environment in which cooperative learning can
take place. For this we need three things: safe and challenging atmosphere,
clear stated task and the groups shouldn’t be big.
The skills which
are necessary for this work differ from other traditional methods but now it is
very important for future employees to be able to work in a team and it can be
a key to students’ future employment in a successful company. In this sense
cooperative learning is a very useful.
In conclusion it
is possible to say that cooperative learning can give positive results. It can
improve their speaking skills; they can better understand the content and
develop better skills for working in a team.
1.
Milevica Bojović Teaching
Foreign Language for Specific Purposes: Teacher Development
2.
Laurence Anthony English for
Specific Purposes: What does it mean? Why is it different?
3 Johnson, D.W. and R.T. Johnson.
Learning together and alone
4 Verduin, J.R. Helping students
develop problem solving and investigative skills in cooperative settings