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Cooperative Learning: Vocabulary Learning and Cognitive Effects.

MA dissertation Sara Molero Morales
by

Sara Molero

on 4 December 2012

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Transcript of Cooperative Learning: Vocabulary Learning and Cognitive Effects.

The Following points will be presented: Problem statement
Purpose of this study
Review of Literature
Method
Results
Conclusions Cooperative Learning: Vocabulary Learning and Cognitive Effects. TFM: Máster Formación del Profesorado
2011/2012
Sara Molero Morales Problem Statement Two groups of students who presented some difficulties to retain and subsequently use the new vocabulary.
Method: They did course book exercises and translation from English into Spanish.
They asked for the same words repeatedly and they really did not know how to use them appropriately. Purpose of this study To test the positive cognitive effects that cooperative learning exerts in the process of learning vocabulary respect to a traditional way of learning in these two groups.
To analyse if students learning strategies preferences influenced their learning process. Would Cooperative Learning be a good way for educators to improve English vocabulary learning of their students? Review of Literature If group work activities are well programmed, they can be a good way for students’ vocabulary growth (Nation 2001). By means of negotiation learners are given the opportunity to explain new words to each other. At the same time, they are creating their own understanding of these new concepts (Hoai Huong, 2006). Cooperative learning and social interaction make the learning process deeper rather than merely a surface learning. (Panitz, 1999) Method Research Questions Does cooperative learning have positive cognitive effects?

Do students learn vocabulary better using cooperative learning strategies?

Is there any student who performs better individually? Hypotheses Cooperative learning strategies have positive cognitive effects in the process of vocabulary learning.

Students’ strategy preferences have repercussions on the attitudes towards the learning process.

Age affects student’s learning preferences. Procedure Results Conclusions Cooperative learning strategies have boosted vocabulary retention. The classroom dynamic has been much better during this group work session.
Individual curricular adaptation students: learning vocabulary by means of group work activities made them to pay attention and to participate actively in the classroom.
Student’s preferences coincide with vocabulary tests results. so... The intention of putting forward possible techniques which improve vocabulary learning process for these students in the near future in order to tackle the initial problem have been carried out successfully. Guidelines for future research... This experiment could be put into practice with the same and different learners using a wide range of group work activities.
Working in groups learning vocabulary through literary texts.
Learning skills development such as speaking, listening, reading or writing. Such as...
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