Kooperatīvā mācīšanās kā metode vārdu krājuma un gramatikas apguvē angļu valodas stundās 4. klasē
Loading...
Date
Authors
Advisor
Journal Title
Journal ISSN
Volume Title
Publisher
Latvijas Universitāte
Language
lav
Abstract
Mūsdienās lielākā daļa skolotāju saskaras ar grūtībām mācību procesā. Problēma sākas tad, kad jaunie skolēni neatsaucas uz iepriekš izmantotajām metodēm. Šajā diplomdarbā ir aplūkota kooperatīvā metode un tās ietekme uz vārdu krājuma un gramatikas apguvi. Autors ir analizējis literatūru par kooperatīvās mācīšanās jēdzienu mācīšanā, tās iedalījumu, piemēram, struktūras un to izmantošanu angļu valodas kā otrās valodas stundās, veiksmīgu kooperatīvo stundu pamatelementu. Kā pētījuma metode tika izvēlēta kvantitatīvā metode. Skolēniem tika doti četri formatīvie un divi summatīvie testi. Divi no četriem formatīvajiem testiem tika veikti pirms metožu ieviešanas, bet divi - pēc to ieviešanas. To pašu var teikt par summatīvajiem testiem - vienu pirms un vienu pēc. Rezultāti tika salīdzināti, lai noskaidrotu, vai ir kādi uzlabojumi vārdu krājumā un gramatikā. Šajā diplomdarbā ir izmantoti testu analīzē iegūtie dati un teorētiskie secinājumi, lai sniegtu ieskatu par kooperatīvo mācīšanos un to, kā to var piemērot angļu valodas kā otrās valodas stundā, lai atbalstītu vārdu krājuma un gramatikas apguvi. Šīs atziņas varētu būt noderīgas kā resurss angļu valodas skolotājiem, plānojot nodarbības 4. klasei, lai panāktu lielāku kooperatīvo darbību.
Nowadays, most teachers encounter difficulties in teaching. The problem begins when new pupils do not respond to previously used methods. This Diploma Paper examines the cooperative method and its impact on vocabulary and grammar acquisition. The author has analysed the literature on the concept of cooperative learning in teaching, its divisions, such as structures and their use in English as a second language lessons, key to successful cooperative lessons. A quantitative method approach was chosen as a research method. The pupils were given four formative and two summative tests. Two of the four formative tests were given before the methods' implementation, and two after. The same can be said about summative tests, one before and one after. The results were compared to see if there were any improvements in vocabulary and grammar. This diploma paper uses the data obtained from the test analysis and the theoretical findings to give insight into cooperative learning and how it can be applied in an English as a second language class to support the acquisition of vocabulary and grammar. These insights might be helpful as a resource for English teachers when planning lessons for Form 4, to achieve more cooperative effort.
Nowadays, most teachers encounter difficulties in teaching. The problem begins when new pupils do not respond to previously used methods. This Diploma Paper examines the cooperative method and its impact on vocabulary and grammar acquisition. The author has analysed the literature on the concept of cooperative learning in teaching, its divisions, such as structures and their use in English as a second language lessons, key to successful cooperative lessons. A quantitative method approach was chosen as a research method. The pupils were given four formative and two summative tests. Two of the four formative tests were given before the methods' implementation, and two after. The same can be said about summative tests, one before and one after. The results were compared to see if there were any improvements in vocabulary and grammar. This diploma paper uses the data obtained from the test analysis and the theoretical findings to give insight into cooperative learning and how it can be applied in an English as a second language class to support the acquisition of vocabulary and grammar. These insights might be helpful as a resource for English teachers when planning lessons for Form 4, to achieve more cooperative effort.