Abstract
Nowadays, social skills become more and more important. Radical changes in numer-ous fields make the development of social skills more difficult. The development of social skills can be encouraged through forms of cooperative learning. The relevance of cooperative learning forms is elevated by the special advantages that their use within the EFL classroom offers. Cooperative learning greatly improves the classroom atmosphere and fosters the development of a child's personality especially during primary school. The limited fluency of primary school pupils seems to make it very difficult to implement some of the more complex cooperative learning methods. Teachers are often afraid of implementing cooperative learning forms in primary school (Putnam & Spenciner, 1993, p. 125). In this paper, reasons for the implementation of cooperative learning forms in primary school are given. In addition, cooperative learning methods are elaborated in terms of their usability in the EFL primary classroom.
Table of Contents
1. Introduction
2. Definition of Cooperative Learning according to Weidner
3. Five Elements of Cooperative Learning
3.1. Interpersonal and Small Group Skills - Social Skills
3.2. Face-to-Face Interaction
3.3. Individual and Group Accountability
3.4. Positive Interdependence
3.5. Group Processing
4. The Relevance of Cooperative Learning in General
4.1 Relevance of Cooperative Learning in the EFL Classroom
4.1.1 The Principle of Emotional Safety
4.1.2 The Supportive Context
4.1.3 The Simultaneity Principle
4.1.4 The Communicative Approach
4.2 Relevance of Cooperative Learning in Primary School
4.2.1 Cognitive Development during Primary School
4.2.2 Cognitive Development according to Piaget
4.3 The Requirements of the „Rahmenplan Grundschule”
5. Cooperative Learning Forms in the EFL Primary Classroom
5.1 The Inside-Outside Circle
5.1.1 Advantages of the Inner-Outer Circle
5.1.2 Basic Elements of Cooperative Learning in the Inner-Outer Circle
5.2 The Same-Different Game
5.2.1 Advantages of the Same-Different Game
5.2.2 Basic Elements of Cooperative learning in the Same-Different Game
6. Conclusion
7. References
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