L'utilisation de l'apprentissage coopératif dans la classe de fle

The ideas behind contemporary education encourage foreign language teachers to assume the responsibility of choosing and applying the teaching methods that will ensure the most effective learning in their foreign language classes. It is acknowledged that positive contributions are made to academic success of students through the use of certain methods in which students? active participation is realized. When the fact that students have different abilities, thinking styles, motivation levels and interests is considered, one of the methods believed to take all these differences into consideration and ensuring active participation of students is ?Cooperative Learning?.Considering the reasons mentioned above, we used jigsaw technique, which is believed to improve students? achievement, motivation level, and reading comprehension skills in French reading lesson.The subjects of the study consist of the first year students studying in Department of French Language Education, in Faculty of Education of Anadolu University during the spring semester of 2009-2010 academic year. We conducted French reading lessons for this sampling group, consisting of 16 volunteer students (14 girls and 2 boys), by using Jigsaw-II technique three hours a week for six weeks:- The results obtained from pre and post test through the comparison of the subjects? grades, it is observed that there is a remarkable increase in students? grades at the end of this application realized in French reading classes by using Jigsaw-II technique. This means that Jigsaw-II technique increases students? academic success.- The results of the questionnaire administered to the students at the end of the application are as follows: Jigsaw-II technique increased the motivation of students regarding French reading lesson and the materials used in lessons; the students were contended to use this technique and group works; and this technique fostered students? use of social skills.- The semi-structured interview technique, another data collection technique, was applied to the experimental group at the end of the process. The data obtained from this interview supported the fact that the students benefited from Jigsaw-II technique. Most of the students agree that Jigsaw-II technique increased their reading-comprehension skills, interests in the lessons, dictionary use, interaction in class, social skills and active participation. Finally, the results also supported some of the students? answers given in the questionnaire.In conclusion, it can be suggested that Jigsaw-II technique used in Foreign Language French Reading Class is useful for students and it increases their academic success by creating a positive learning environment in classroom.