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Final proposal

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  • 1. The Impact Of CooperativeLearning In Teaching English Pronunciation Instructor: Dr. Pi-Ying Hsu Presenter: Joanne (Pei-Yi) Ho Date: Jan 07, 2013
  • 2. Contents1 Introduction2 Literature Review3 Methodology
  • 3. IntroductionBackground of The Study  Cooperative language learning has been proved as an effective instructional approach in building up the cognitive and linguistic development of learners of English as a Second Language (ESL) and English as a Foreign Language (EFL) . (rKagan, 1995; Kessler, 1992; McGroarty, 1989, 1993).
  • 4. Introduction Accurate pronunciation in English, as one of the four language skills of listening, speaking, reading and writing, has been an important goal in teaching ELLs because it is important not only in communication, but also in reading and writing, which pave the path to academic achievement. (Badian, 1998)
  • 5. IntroductionPurpose Of The Study  This study examined whether cooperative learning structures make a significant impact on English language learner participants’ overall pronunciation of target English sounds.
  • 6. IntroductionResearch Question  What is the relationship between student involvement in cooperative learning and their English pronunciation skill?
  • 7. Literature Review A. Benefits of Cooperative Learning. Benefits Interaction with Striving to create a others enables group situation students to make that will foster sense of their support and learning and be feedback systems responsible. & general social skills. (Adam&Hamm,1994) Rushatz (1992)
  • 8. Literature Review group processing motivationcompetition Elements dependability accountability interactivity the use of collaborative skills
  • 9. Literature Review Many different forms of assessment should be implemented into small group activities, including the evaluation of presentations, assignments and projects. (Meyers, 1997)
  • 10. MethodologyParticipants  80 Participants of Two Classes  From Private Vocational High School In Hsin chu.  Similar Level Of English Proficiency Determined By School Criteria.
  • 11. MethodologyProcedure 80 Participants Pre-test Control Group Experimental Group CV setting C.L. setting
  • 12. MethodologyExperimental group: Groups Purpose Response •8 students as a •Note taking group. •Jigsaw puzzleII •All data •Role-play (scores) will be •Remained •Joint Project collected consistent •Quiz •Questionnaire throughout the •Post-test whole period.
  • 13. MethodologyMeasurement  Teaching Material: Han –Lin KK Phonetic Transcription Material  Test Tool: Han –Lin KK Phonetic Transcription Test