Empowering Communicative Competence through Cooperative Learning

梁彩玲(Tsai-Ling Liang)

《白沙人文社會學報》 3期 (2004/10) Pp. 265-288

https://doi.org/10.6766/JPHSS.200410.0265

摘要

本論文結合了合作學習、第二語言習得、與外語教學之理論，希望能在全世界的英語教育改革聲中，重新找到適合進行「溝通式教學法」的教學策略。教改之路，是箭在弦上，不得不發。實施溝通式教學法，也是勢在必行，連美國也在推動溝通式教學法。而九年一貫課程國中英語的部分也於民國九十一學年度開始。希望國中英語老師能加強學生對文化的認知並落實以學生爲主體的教學法，讓學生有足夠的機會實際練習聽、說、讀、寫四個技能，並且落實九年一貫課程之宗旨：奠定國人英語溝通基礎，爲英語溝通能力的提昇與紮根，以及未來能夠真的借教改之路，提昇國家的競爭力。真正的溝通式教學法，其實應該涵蓋以下幾點原則：(l)教學時兼顧正確性(accuracy)與流暢性(fluency)。(2)教學時應宏觀地融入情境，並觀照語言的使用是否合宜得體。(3)教學時應大力提昇學生主動學習與參與的機會，盡量化被動爲主動，將老師講述翻譯的時間降至最低，而把學生實際運用英語進行溝通式活動的機會放到最大。(3)老師的角色也應由全知全能的權威地位，走向引導者及協調者的角色（梁彩玲，2003）。本文結論大力推薦以學生爲中心的合作學習法爲最適合落實以溝通能力爲導向之教改熱潮。

並列摘要

This paper brings together the fields of cooperative learning, second language acquisition, and second/foreign language teaching to create optimal schooling experiences for the EFL junior high school learners. The paper integrates cooperative framing with the theories from the second language acquisition, i.e. the comprehensible input (Krashen, 1985), the comprehensible output (Swain, 1985), and the interaction in context (Kngan, 1995), as well as the affective domain of motivation (Dörnyei, 1994; Gardner, 1985) to provide a close link between cooperative learning and the communicative approach. I hope that cooperative learning can receive more attention and enjoy more popularity among EFL teachers at all grade levels, so that English education in Taiwan can actually equip our students with communicative competence. Educating nationals with adequate English communicative skills is important to our county, especially now, when Taiwan is striving to be recognized as one of the members in this global village.

並列關鍵字

Communicative Competence ； Cooperative Learning