The Affect Of The EFL Students In The Secondary Vocational School & Cooperative Learning

More than 10 million junior middle school graduates are studying in various secondary vocational schools theses years in China, They failed the examination for senior middle schools and had to come here to accept secondary vocational education. They are the so-called "failures" under the examination-oriented selective educational system in China. They are the "disadvantaged" group of all the learners: eager to meet the need of affect and urgent to get the improvement of cognition. Teaching English as a foreign language (TEFL) is a constant headache to all the EFL teachers in the secondary vocational schools (SVS). In the English classroom, EFL teachers find some students are constrained, passive, anxious and nervous because of the past frustrating experience of language learning; some students are uncomprehending or bored, indifferent and even hostile simply because English is not their major course. Sometimes the classroom environment is dull and depressing, and sometimes it is full of noises, leaving the teachers in dejection. Although 90%of EFL students realize that English is important in the information society and greatly decides the choice of their future job, they make a great show of reluctance in English study. The researcher finds there are three reasons resulting in the above phenomena. Firstly, it has been proved statistically that most students entered the secondary vocational schools because of low scores or low English scores in the Entrance Examination for senior middle schools. The miserable experience is such a nightmare lingering in their mind that they need some time to shake off their miserable memories and accumulate their courage and confidence. Secondly, English doesn't belong to the critical course, which hinders their graduation. Some students consider it unnecessary to invest their time and energy in learning English. Thirdly, most students bear a heavy load of inferiority complex. Studying in the secondary schools makes them feel inferior, so they don't care about whether they get a good or bad school record.