合作学习打破课堂沉默实证研究

An Experimental Study of the Effect of Cooperative Learning on Breaking Classroom Reticence

课堂沉默现象在中职英语课堂中仍然存在。导致沉默的原因既有学生个人和传统文化方面的因素，也有教师和教育环境方面的因素，但更主要的原因在于后者。为了打破英语课堂沉默，笔者把合作学习引入课堂，并作为一项长期的授课方式，融入到整个学期的英语课堂中。合作学习是交际语言教学的一种，强调学生通过小组活动来达到互助学习的目的，具有较强的互动性和交际性。合作学习对于克服课堂沉默的有效性将通过课堂观察和沉默值测量来衡量。

Classroom reticence is still widespread in China＇s English class in vocational colleges. It can be attributable to either students themselves and cultural factors or teachers and educational environment. Nevertheless, the later were speculated to be the main cause. Cooperative Learning（CL） is introduced to the writer＇s English class in an attempt to get rid of classroom silence. Being one teaching method of Communicative Approach, CL places great importance on students＇ mutual improvement through interactive activities. Interaction and communication are its two characteristics. The effect of CL on breaking classroom reticence was examined by classroom observation and Unwillingness-to-Communicate Scale（UCS）.