An analysis of the implementation of group cooperative learning in college English teaching

Abstract

Since the rise of cooperative learning in the United States in the early 1970s, it has attracted the attention of researchers and made substantial progress in theory and practice. At present, it has become one of the mainstream teaching theories and strategies. Previous studies have focused on the theoretical discussion of classroom group activities and the application of foreign language classroom, but a systematic, effective and consensus classroom group cooperative learning model has not yet been constructed, which is difficult to effectively guide college English teachers to understand and carry out classroom group cooperative learning in theory or practice. This study tries to intensify the research in this weak field, and perspective the cooperative learning in college English classroom from the perspectives of educational psychology, second language acquisition theory, social psychology, etc., so as to construct a model of cooperative learning in college English classroom with strong theoretical deduction and good operability, and strive to present some characteristic theoretical constructions.