The Impact of Cooperative Learning Strategy on English Vocabulary Acquisition in the Oral Sessions

Abstract

ABSTRACT Vocabulary acquisition is a crucial element for communication and interaction among people. Teachers at the University do not focus on teaching the English Vocabulary sufficiently. As consequence, students do not acquire this aspect. Cooperative Learning strategy may be a tool that enables them to learn new words. The purpose of this study is to investigate the impact of Cooperative Learning as a strategy to improve Vocabulary Acquisition also the aim is to report to what extent this strategy is beneficial to students to enhance their foreign language vocabulary. To investigate this issue, the researcher has conducted a descriptive study that seeks to study the impact of Cooperative Learning strategy a as a motivational tool to acquire English Vocabulary. The researcher opted for a qualitative methods approach by selecting two types of data collecting tools: students’ questionnaires, and a classroom observation. A sample of 25 second year LMD students of English at Mohamed Kheider University of Biskra to comment on the subject matter. The analysis of the results revealed that Cooperative Learning strategy is an effective tool that enables second-year LMD student to acquire new English Vocabulary and to enhance their English vocabulary Knowledge. Indeed, the findings have shown a positive attitude towards Cooperative Learning as a teaching tool. Therefore, the hypothesis stating that if Cooperative Learning strategy is implemented at least one session, students may acquire at least 10% of new Vocabulary to which they are exposed to. At the end the stated hypothesis was positively confirmed and the research questions were answered الملخص تهدف هذه الدراسة الوصفية الى البحث على مدى تأثير العمل التعاوني كإستراتجية الكتساب المفردات و كذلك تحدد مدى كسب المفردات الخاصة باللغة االجنبية. استعمل الباحث في هذه الدراسة استفتاء للطلبة و مراقبة الفصول الدراسية كوسائل لمعرفة رد فعل الطالب تجاه هذه االستراتجية. نظرا للنواحي المرتكز عليها تم طرح نظريتين االولى تنص ان اذا طبقت استراتجية العمل التعاوني بصورة صحيحة لمدة 09 دقيقة في األسبوع يمكن اكتساب على االقل % 09 من المفردات الجديدة. اما بالنسبة للفرضية الثانية فهي ان التفاعل بين الطالب يؤدي الى تحسين النجازاتهم العلمية و جعلهم يتعلمون من بعضهم البعض الن مناقشتهم للمحتوى ينشا نوعية سامية من االدراك. في هذه الدراسة تم جمع البيانات من خالل مساعدة طالب السنة الثانية ليسانس في جامعة محمد خيضر بسكرة. و في النهاية تم تأكيد النظريتين المطروحتين.