Developing cooperative learning in efl contents. Introduction

Intrinsic and Extrinsic Rewards
A method that teachers routinely use to manage children in the classroom is the use of r[ewards. Cohen summarises the controversy surrounding this issue when related to CL: 'no aspect of cooperative learning has been as controversial as the issue of giving rewards to groups on a competitive basis' ²⁹. She goes to describe the ideological controversy over cooperation versus competition. This has been researched heavily by Slavin³⁰ who reviewed 41 studies that contrasted cooperative approaches and he came to the conclusion that: achievement is enhanced by cooperative learning when cooperating pupils are rewarded as a group, while each pupil is individually accountable for his or her learning (1983a). This was developed into the technique known as STAD (Student Team Achievement Divisions) where students take a test and receive an individual score. These are then averaged and a team score awarded. Certificates are awarded to the teams with the highest scores. A critique of Slavin's approach is that he compares STAD to non-cooperative approaches and not to different methods of CL. Bossert comments that 'Slavin has not clearly tested the value of group contingencies within the Student Team Learning methods.' (1988:233). Vedder (1985) was also highly critical of Slavin's review for this reason and for the fact that he counted as positive those results where only a minority of students improved. Nevertheless Slavin identifies an important factor in motivating individuals to interact in a group.
Cohen feels, however, that researchers should move on from:
'the fruitless debates about intrinsic and extrinsic rewards and goal and resource interdependence that have tied the field into theoretical and ideological knots for some time.' ³¹
According to Glasser (1986), children's motivation to work in elementary school is dependent on the extent to which their basic psychological needs are met. Cooperative learning increases student motivation by providing peer support. As part of a learning team, students can achieve success by working well with others. Students are also encouraged to learn material in greater depth than they might otherwise have done, and to think of creative ways to convince the teacher that they have mastered the required material.
Cooperative learning helps students feel successful at every academic level. In cooperative learning teams, low-achieving students can make contributions to a group and experience success, and all students can increase their understanding of ideas by explaining them to others .
Components of the cooperative learning process as described by Johnson and Johnson (1984) are complimentary to the goals of early childhood education. For example, well-constructed cooperative learning tasks involve positive interdependence on others and individual accountability. To work successfully in a cooperative learning team, however, students must also master interpersonal skills needed for the group to accomplish its tasks.
Cooperative learning has also been shown to improve relationships among students from different ethnic backgrounds. Slavin (1980) notes: "Cooperative learning methods embody the requirements of cooperative, equal status interaction between students of different ethnic backgrounds..." For older students, teaching has traditionally stressed competition and individual learning. When students are given cooperative tasks, however, learning is assessed individually, and rewards are given on the basis of the group's performance (Featherstone, 1986). When children are taught the skills needed for group participation when they first enter a structured setting, the foundation is laid for later school success.