合作学习对初中生英语课堂焦虑作用的分析word格式论文.docxVIP

AbstractOver the last thirty years, many researchers and scholars have realized that individual differences such as motivation, learning strategies, anxiety, and aptitude have great impact on foreign language learning. Among the individual differences, anxiety was regarded as the one of the most influential factors in foreign language learning. Related findings show that anxiety has negative influence on learner’s foreign language learning. Therefore, how to alleviate learners’ foreign language anxiety has become a hot topic in second language learning. In recent years, many researchers have attached much attention to the language learning anxiety and cooperative learning. Many studies have explored whether cooperative learning could reduce foreign language anxiety. However, most of the studies are done in colleges or senior middle schools. Implementing cooperative methods in English teaching, especially in junior middle schools of China, is still insufficient. The present study carries out an experiment to study the effect of cooperative learning methods on junior middle school students’ English classroom anxiety. The research questions of the current study are:What is the current situation of junior middle school students’ level of English classroom anxiety?Can cooperative learning alleviate English classroom anxiety of junior middle school students compared with the traditional teaching method?Can cooperative learning improve the English achievements of junior middle school students?To answer the above questions, the present study conducted an experiment which lasted for one semester. The subjects of this study were 106 first-grade students from a middle school in Huichang County, with 53 students in each class. The two classes were quite similar in gender, age, and language achievement. One was experimental class and the other was control class. The teacher mainly used the cooperative learning methods in the experimental class, and used the traditional teachin