穨Review. Pdf

LIST OF FIGURES 
Figure 2.1 Learning Pyramid ...........................................................................20 
Figure 4.1 Comparisons of Cohesion Markers ................................................94 
Figure 4.2 Reactions to Others’ Silence...........................................................97 
Figure 4.3 Reactions to One’s Own Silence ....................................................99 
Figure 4.4 Inter-group Comparisons of Non-verbal Communicative 
Competence................................................................................100 

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CHAPTER ONE
INTRODUCTION 
The application of cooperative learning to classroom teaching finds its root in the 
1970s when Israel and the United States began to design and study cooperative 
learning models for classroom context (Kessler, 1992). Now cooperative learning is 
applied in almost all school content areas and, increasingly, in college and university 
contexts all over the world (Johnson & Johnson, 1989; Kessler, 1992), and is claimed 
to be an effective teaching method in foreign/second language education by scholars 
abroad (Johnson & Johnson, 1990; Kagan 1990; Slavin, 1985) and at home (Chang, 
1995; Chen, 1999; Cheng, 1998; Cheng, 2000; Lai, 2002; Tsai, 1998; Wei, 1997; Yu, 
1995). It is generally asserted that cooperative learning is the best option for all 
students because it emphasizes active interaction between students of diverse abilities 
and backgrounds (Nelson, Gallagher, & Coleman, 1993; Tsai, 1998; Wei, 1997; Yu, 
1995) and demonstrates more positive student outcomes in academic achievement, 
social behavior, and affective development. 
However, although most research findings point to the positive influence of 
cooperative learning on academic achievements, social behavior, and affective 
development, many English as a Foreign Language (EFL) junior high school teachers 
in Taiwan still find difficulty incorporating this system of instructional method in their 
classroom. In addition, little attention has been given to the investigation of the 
effects of cooperative learning on the EFL junior high school learners’ verbal and 
non-verbal communicative competence, the EFL students’ motivation toward learning 
English, and the high and low achievers studying together in heterogeneous classes.

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Moreover, as suggested by Yu (1995), a teacher’s familiarity with cooperative 
learning could affect the results of such teaching method. Lai (2002) also suggests 
that the teacher need prior training to obtain professional competence of cooperative 
learning. 
Therefore, the aim of this thesis is to design a cooperative learning program 
including a two-year pre-study teacher development and then conduct a 
quasi-experimental study to test its validity and feasibility of implementation in junior 
high school English courses. 
In what follows, the problems in EFL teaching in Taiwan will be explored.
Then the purposes, along with the research questions, and the perspectives of this 
study will be discussed. Finally, the definitions of terms and a brief introduction of 
the organization of this dissertation will be stated.