ISSUES IN THE USE OF COORPERATION PRINCIPLES IN TEACHING ENGLISH

Abstract

This article examines the research on cooperative learning in second language (L2) classrooms with regard to L2 acquisition, maintening first language (L1), the integration of language and content learning, and L2 learners' perceptions. There are also some issues and problems with this educational innovation in an English as a second language (ESL) context. Although acknowledging the reported potential benefits of cooperative learning for L2 learners, it calls for additional research to examine the types of L1 and L2 discourse produced in cooperative groups and learn about student development of academic discourse, to find out whether L1 use in cooperative groups affects the interracial and intercultural relationships between students who speak different L1s, to look at the role of students' prior knowledge in L1 discourse, and to examine how cooperative learning affects students' academic performance.