使用合作学习策略对伊拉克英语学习者学习语法的影响

Al-Adab Journal Pub Date : 2024-06-15 DOI:10.31973/jbpg6y72
Fatimah Al Lami, Zahra Amirian, Saeed Ketabi
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摘要

本研究试图考察合作学习策略对伊拉克初等英语学习者学习简单现在时和现在进行时的影响。为此,研究人员从伊拉克迈桑市的伊拉克女高中生中挑选了两个班级的 60 名七年级(高中一年级)伊拉克 EFL 学生。她们参加了目标语法点的前测。然后,治疗开始并持续 12 个课时。在实验组中,教师首先将学生分成 6 组,每组 4 至 6 人,要求他们以小组为单位合作完成语法练习;而在对照组中,学生则各自独立完成练习。两组的教师都是一样的;因此,她尽量不让对照组的学生进行任何同伴或小组练习。治疗持续了大约 3 个月。然后,对目标语法点进行了同样的测试,作为后测,并对参与者在前测和后测的表现进行了比较,以了解哪一组在治疗后表现更好。结果表明,使用合作技巧学习简单现在时和现在进行时的实验组成绩优于对照组。研究结果为伊拉克英语教师和教材设计者在课堂上使用合作学习技巧等交际任务和活动提供了启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Effect of Using Cooperative Learning Strategies on Learning Grammar by Iraqi EFL Learners
This study was an attempt to examine the effect of using cooperative learning strategies on learning simple present and present continuous by elementary Iraqi EFL learners. For this purpose, 60 Iraqi EFL students of the seventh grade (first grade of high school) from two intact classes were selected from among the female Iraqi high school students studying in Maysan, Iraq. They attended the pre-test of the target grammar points. Then, the treatment started and continued for 12 sessions. In the experimental group, first the teacher assigned the students into 6 groups including 4 to 6 members and asked them to do the grammar exercises cooperatively in groups while in the control group, the students did the exercises individually, on their own. The teacher of both groups was the same; so, she tried not to have any peer or group practice in the control group. The treatment lasted for about 3 months. Then, the same test of the target grammar points was administered as the post-pest and the participants’ performance on the pre-test and post-test was compared in order to see which group performed better after the treatment. The results indicated the outperformance of the experimental group who used cooperative techniques for learning simple present and present continuous over the control group. Findings offer implications for Iraqi English language teachers and material designers regarding using communicative tasks and activities like cooperative learning techniques in their classes.
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