Volume 6 Number 5 May 2020

Imitation as a Skill in Language Learning: The Aid to Achieving Fluency of the Target Language

Authors: Faramarz Samifanni
Pages: 45-52
This study aims to describe how imitation can aid in language learning and in achieving fluency in the target language. A deductive-axiomatic research design using thematic analysis based on data mining and personal experiences of the researcher revealed that a positive and conducive environment is a key factor in successful language immersion and imitation. Additionally, adapting with a positive, new community reinforces imitation skills. Furthermore, imitation must be properly employed to guarantee the success of language learning and communication. Language learners have to know the skill in producing the correct sound that is comprehensible by the native speakers to avoid miscommunication. Nevertheless, it is emphasized that role-playing, being an application of imitation must be taught enjoyably to encourage positive output in language learning. A child first learned how to utter a word before he/she could read and write. It seems that this basic logic in language learning is disregarded within the second language learning curricula.

Research on the Development of Cooperative Learning and the Implementation of Strategies in Biology Classroom

Authors: Bo Peng ; Li Yang ; Xiao-Rui Ma ; Feng Peng ; Xue-Zhong Sun ; Xin-Hua Huang ; Yan-Fang Sun ; Rui-Hua Pang ; Meng-Yang Zheng ; Hong-Yu Yuan
Pages: 39-44
Cooperative learning is a mode and strategy based on collective learning, which has high value in modern classroom teaching. At present, the most creative and practical teaching mode adopted by most countries in the world is cooperative learning. Cooperative learning has been widely used in the classroom teaching mode. Recently, it is also more and more used in the biology classroom of junior high school, and gradually shows the benefits and advantages that the traditional classroom mode can not bring. The cooperative learning strategy is helpful to improve the students’ interest in learning, enhance the students’ collective consciousness and achieve the teaching goal. Therefore, this paper reviews the development of cooperative learning, summarizes the types of cooperative learning, and finds that cooperative learning can enrich biological classroom teaching activities and improve the quality of biological teaching. At last, it analyzes the strategy of cooperative learning in biology classroom, which has important theoretical significance and application value for the continuous improvement of biology education quality.