İşbirliğine Dayalı Öğrenme Yöntemiyle Yabancı Dil Öğretimi (Psikolinguistik Model)

Problem Statement: Learning has an emotional dimension in that it takes place by the individual’s own activity. The state of mind where the individual learner has been is one of the most important factors that facilitate his learning process or make it difficult. Feelings and desires such as internal distress, joy, pleasure and boredom play a strategic role in learning. Taking into account the sentimental dimension of learning at the level of teaching can facilitate significantly the task of teachers and learners. Purpose of the Study: In this study, we aim to analyze by a descriptive approach the effects and benefits of the establishment of a psycholinguistic-based model for the creation of groups within the class. This analysis is conducted in the framework of model cooperative learning in foreign language teaching and we also intend to offer some suggestions. Method(s): At the first level, the method of study is based on procedural information and on the social and emotional strategies at the second level. In other words, we intend to handle how information is to be taught in the teaching of foreign languages and to implement Fijalkow's application in the creation of groups of foreign language teaching in the classroom. When the groups are composed, not the level of learners’ knowledge but the level of their social relations must be considered, because the individual has a social existence and learning is a psychological phenomenon related to the emotions. In this respect especially when it comes to foreign language, learning exhibits much more of a social-emotional appearance in some dimensions. In other words, this method takes into consideration requests of the learners. In terms of the social relationship between them, the groups acquire a shape according to the communities established by the individuals willing to work together and be together. The teacher himself is the responsible of making these arrangements within the framework of a particular system. Findings and Discussions: We need the existence of other people to develop linguistic skills in teaching of foreign language as well as in the first language acquisition. Thus, activities in groups formed by this approach can create both opportunity to use language thanks to mutual interaction for learners and increase the motivation to learn of the people who want to work together. Conclusions and Recommendations: In the acquisition of native language or learning/teaching a foreign language, natural language learning requires more mutual interactions in comparison with other disciplines. In foreign language teaching, cooperative learning models provide opportunities for learners to interact with others. For a healthy interaction, in a model cooperative learning environment, taking into account levels of social relationrather than levels of academic knowledge may engender importantresults, especially for learners.