the cooperation between teachers and students in college english learning

1、<p>　　The Cooperation between Teachers and Students in College English Learning</p><p>　　Abstract. In order to improve students’ English ability of communication and creativity， strengthen the spirit of

2、 unity and coordination， according to the characteristics of English subject， the cooperation between teachers and students is a vital link in English teaching. Teachers should mobilize the enthusiasm of students； teache

3、rs are organizers， directors and actors. The role of organizers in the macro level should from the purpose of teaching， make the overall planning， integrate， and organ</p><p>　　Key words： English teaching； t

4、eacher； student； role </p><p>　　1 Cooperation between teachers </p><p>　　In English teaching， students are the main body of learning； teachers are leading of teaching， teachers’ organization dir

5、ectly related to the success or failure of the teaching. Good teaching organization requires the teachers not only have a certain degree of language expertise， psychology， pedagogy and teaching-related knowledge， but als

6、o a wide range of knowledge， but the strength of personal knowledge alone is not enough sometimes. Preparing for lessons collectively between teachers can coll</p><p>　　New College English divided each unit

7、into four parts： Preparation； Listening-centered Activity； Reading-centered Activity； Further Development. Focused on these four parts， three teachers can be granted a common class， the division of work is as follows： a

8、professor takes responsible for “Preparation and Listening”， the other two are responsible for “In-Class Reading” and “Further Development”. Co-teaching can let teacher have pertinence in teaching and get twice the resul

9、t with half the effort</p><p>　　2 Cooperation between teachers and students </p><p>　　2.1 Teachers and students need to build a resource-sharing partnership of teacher-student relationship. <

10、/p><p>　　When the teachers are imparting knowledge to the students， not “given” condescendingly， but rather to inquiry what they have not acquired as experience and knowledge together with students. Democracy-b

11、ased teaching and learning activities create a harmonious relationship between teachers and students and create an atmosphere of mutual care to ensure that students can participate and happy to participate in English tea

12、ching， the teacher’s role in it become concrete from the abstract at the same t</p><p>　　2.2 Carry out a reasonable distribution of the groups </p><p>　　Cooperative learning activities are based

13、 on group activities， a reasonable allocation of the group will help bring the main motivation of students into full play， a combination of four to six people in a group is the best way in general. Teachers need to carry

14、 out a reasonable distribution of the groups in the beginning of the semester. Reference should be sex， personal characteristics， and learning ability. In cooperation study， because personal knowledge， ability， learning

15、style and personali</p><p>　　2.3 Encourage students to participate in classroom </p><p>　　In order to take care of those students who have a strong sense of inferiority， the level of English are

16、 poor in particular， to prevent them said “no” to question， teachers in each activities or organizations should leave some room to students. Teachers may participate in the activities with students and become one member

17、of their group. This cooperative relationship between teachers and students make teaching into an equal friendship， creating a harmonious atmosphere of the teaching. Only in su</p><p>　　3.1 The complement of

18、 individual’s ability with each other </p><p>　　First of all， the complementary of learning ability， group members each have their own respective strengths in learning and have mutual attraction between them

19、， that can stimulate their interest and potential in learning. Following is the emotional complementary， mutual tolerance and accept between each other. In learning method students should also learn from each other and i

20、mprove together. </p><p>　　3.2 The responsibility of the individual </p><p>　　Jacobs believes that achieving effective interdependent standards， the guidance of group discussion requires that gr

21、oup members must take action and respond to each other， group activities should be mutually reinforcing. In order to achieve standards that everyone take responsibility respectively， the guidance of group discussion requ

22、ires each group must work together to answer one question or a group of questions， every member of the group has the responsibility to answer the questions asked by</p><p>　　3.3 Complete the task cooperative

23、ly </p><p>　　Complete the task cooperatively means that students help each other， share resources together， trust mutually and provide feedback for others. Students are not only the participants， but also su

24、pervisors of each other， and each other’s teachers. Students cooperate with each other， learn knowledge from others and impart their own knowledge to others at the same time. Argument is the basis for students to learn，

25、students need to argue with each other at the beginning， and then reach an agreement， </p><p>　　Cooperative learning is an important form of student’s participation. Teacher through the creation of cooperati

26、ve autonomy learning environment participate in the activities happily. The harmonious context of interpersonal communication environment induced the students a sense of cooperation with others， thereby promoted cooperat

27、ion and harmony with others. At the same time， also induced the students’ intrinsic motivation to learn， encourage them to vote the best emotional state to the lively te</p><p>　　References </p><p

28、>　　[1] Corder S. P. Introduction to Applied Linguistics [M]. Penguin： Haronds worth， 1973. </p><p>　　[2] Holec， H. Autonomy and Foreign Language Learning [M].Oxford： Pergamon Press， 1981. </p><

29、p>　　[3] Jacobs M.George and Jessica Ball “An investigation of the structure of group activities in EFL course books” EFL Journal 1996. </p><p>　　[4] Krashen S. & Terrell T. The Natural Approach [M]. P

30、ergamon， New York， 1983. </p><p>　　[5] Little， D. Learner Autonomy： Definition， Issues and Problems [M]. Dublin： Authentic， 1991. </p><p>　　[6] McLaughlin B. Theories of Second Language Learning

31、 [M]. New York： Edward Arnold， 1987. </p><p>　　[7] Swain， M. Communicative competence： Some roles of comprehensible input and comprehensible output in its development [C] // Gass & C. Madden. Input in Se