Value Of Cooperative Learning

1.2. Review of Literature The concepts of parts of speech workshop and cooperative learning have drawn the researcher’s attention to provide the related literature to clarify the necessary concepts .Also, in this section the background of experimental researches of using cooperative learning in various language learning domains, especially grammar from the old to the recent studies are listed and elaborated.

1.2.1 Theoretical Background

1.2.1.1 The importance of grammar (Parts of speech) According Khansir and Pakdel (2016) the value of grammar teaching is important in English language teaching field. Grammar is the base of English language. It is not acquired naturally, but learning, it needs be instructed. Grammar operates

The data in a large amount of research shows, compared with competitive and individualistic efforts, cooperation has positive effects on a wider range of outcomes (Brent & felder,2007) Zhang (2010) argued that people operating in a cooperative learning activity attain higher achievement level than those who function under competitive and individualistic learning structures. Other findings in cooperative learning research show cooperation has positive effects on relations among students, self-esteem, long-term retention, or depth of understanding of course material, etc. It has been tested as one of most effective and constructive teaching strategies. Cooperative learning and cooperative learning groups are means to an end rather than an end in themselves. Therefore, teachers should begin planning by describing precisely what students are expected to learn and be able to do on their own well beyond the end of the group task and curriculum unit. Regardless of whether these outcomes emphasize academic content, cognitive processing abilities, or skills, teachers should describe in veryunambiguous language the specific knowledge and abilities students are to acquire and then demonstrate on their

The following paragraphs have demonstrated parts of speech learning studies and cooperative learning studies in different fields. According to Richards & Rodgers (2001) traditional methods in language teaching were teacher-centered and often created classroom atmospheres in which learners competed with each other. Today, educationalists ' opinions about effective teaching have shifted from teacher centeredness to learner-centeredness . As Nunan (1992) states, students are able to improve their language skills while interacting with other learners in learner-centered language classrooms. One of the ways of creating a learner-centered classroom is using Cooperative Language Learning (CLL) Because creating a learner-centered atmosphere is essential in CLL, it may be useful to refer to language teaching approaches briefly in order to identify the approach’s