Content introduction chapter I. Theoretical foundations for teaching educational cooperation in english lessons

CHAPTER II.
Practical part


2.1 Psychological features of the interaction of high school students in the English lesson in high school
The nature of the cooperation of high school students with adults and peers was diagnosed using a series of subtests performed on the material of spatial tasks: from 4 to 9 multi-colored square chips, it was necessary to make a pattern according to a given sample. At first, each teenager laid out three patterns of increasing complexity on their own; at the same time, the experimenter recorded the level of success of the teenager in solving experimental problems. It allowed:
a) equalize the control and experimental samples for this parameter, which is insignificant for us;
b) select pairs of partners equal in terms of success in performing diagnostic tasks. After that, the teenagers were offered four situations of cooperation of different types.
. The situation of cooperation with peers with the distribution of functions. The two teenagers were separated by a screen; one was given a sample of the pattern, and the other was given chips from which this pattern had to be laid out. The first teenager dictated the pattern, the second acted according to his instructions, having the right to ask any questions, but not being able to look at the pattern. After completing the task, the adolescents changed roles and formed a new pattern of the same perceptual complexity.
This situation made it possible to diagnose the intellectual component of joint action: the ability to take into account the partner's position. The dictator's instruction was evaluated by the degree of its addressing.
The highest level of addressing was achieved by those adolescents whose instruction ensured the success of the partner's action . An instruction of a medium level of addressability gave the partner the opportunity to create a pattern that at least partly resembled the pattern. The instruction of the lowest level of addressability did not contain practically any guidelines for the partner's action: the dictator seemed to forget that the performer did not see the model.
In the actions of an adolescent following instructions, we were interested in the ability to independently obtain the missing information, to coordinate their actions and those of the dictator with the help of additional questions. The ability to formulate a question that helps to obtain information that is not enough for a successful action is for us an essential indicator of the child's educational initiative, the transition from the position of the student to the position of teaching himself independently with the help of other people.
. The situation of cooperation with the teacher with the distribution of functions. Each teenager collected a pattern according to the verbal instructions of an adult. The instruction was drawn up at an average level of addressing, i.e., in such a way that it was impossible to act on it unambiguously without additional questions. In fact, this situation exactly reproduced the first one, but the teenager's partner was not a peer, but an adult. We were interested in whether a change of partner would affect the ability of an adolescent to take initiative in a situation of an indefinite task: to obtain missing information with the help of questions.
. The situation of interaction with peers without a clear separation of functions. Teenagers sat side by side, received a common pattern, and the chips were divided between them so that the pattern could be folded only by combining them.[ 480p].
. The situation of conflict interaction with peers. Each teenager still had his own set of chips. But this time everyone received their own sample of the pattern and had to assemble it individually. However, not a single teenager lacked the chips to complete their work. Of the two sets of chips, only one pattern could be assembled entirely.
These two situations make it possible to single out individual styles of cooperation: a tendency to leadership, subordination, aggressiveness, individualistic tendencies, etc.
From the data in Table. 1 shows that: 1) the course provided a sharp decentralization of adolescents' actions; 2) the experimental programs in which teenagers studied in the English language program contributed to further decentration more significantly than the nationwide programs in which children from the control class studied.
Table 1
The level of addressing of adolescent instruction (the percentage of adolescents who have reached this level at least once is indicated)

	Targeting level
Class	short		average		high
	February	March	February	March	February	March
Control Experimental	78 17	58 8	22 68	36 43	0 15	6 49
According to criterion c ^2,the differences are significant at p i	99.5	99.5	99.5	-	95	99.5

Table data. 2 indicate that the cognitive initiative of adolescents has sharply increased in a situation of cooperation both with peers and with adults. But the subsequent months of training did not lead to a change in this ability in the experimental sample, which indicates a lack of means for the development of cognitive initiative in experimental programs. In the control class, the tendency of adolescents to independently define the conditions of the problem with the help of questions increased.

Table 2
Number of children (%) who asked their partner at least one question clarifying instructions

Class	% of children who asked questions
	peer		adult
	February	March	February	March
Control Experimental	48 78	59 70	12 34	27 40
According to criterion c ^2,the differences are significant at p i	97.5	-	95.0	-

An interesting trend emerges when comparing situations of cooperation with different partners. We have seen that in cooperation with an adult, all adolescents significantly reduce the level of initiative. Following J. Piaget, we explain this fact by the peculiarity of normative ideas about the age division of functions. In a hierarchical interaction with an adult built on respect and obedience, the adult is assigned the role of a partner, independently, without prompting, doing everything that is needed in this situation.[ 127p].