A Study Of Reducing English Learning Anxiety Through Cooperative Learning Activities

Cooperative learning (CL) and foreign language anxiety are gaining much attention in recent researches abroad. Researchers of CL have succeeded in constructing different models of CL activities. It is widely acknowledged that CL creates a more positive affective climate in the classroom. Meanwhile, researchers focusing on the debilitating effects of foreign language anxiety also indicate that CL as a classroom procedure can reduce anxiety in the language classroom. Although the researches abroad have suggested that CL has positive impact on reducing foreign language learning anxiety, researchers in China have not paid enough attention to it. Herein, this dissertation wants to investigate whether learners in senior high school have greater scope and severity of anxiety in their English learning? Can cooperative learning activities reduce their English learning anxiety in the classroom?This dissertation consists of six chapters:Chapter one briefly introduces the background of foreign language learning and teaching in senior high school in China, as well as the significance and the aims of this study. Chapter two presents the representative theories of language learning anxiety and cooperative learning at home and abroad. Chapter three introduces the theoretical frames of this study. It involves Krashen's theory of affective filter hypothesis and some popular CL activities at present. Chapter four provides some information concerning the subjects, instruments as well as the procedure of the investigation.Chapter five provides the three procedures of collecting the data and discussion based on the data analysis. (1) Conduct pre-test using FLCAS and pre-interview to the subjects in the control class and the experimental class. (2) The students of the experimental class were divided into heterogeneous groups based on their age, sex, family background (rural or urban) and English proficiency. During the process of the teaching experiment, many forms of cooperative learning activities, such as STAD, GI, and LT were adopted in the experimental class. The control class was from the same grade with the same level adopting the traditional teaching method. Mid-test using FLACS was conducted at the eighth week and the data were collected. (3) Post-test using FLACS and post-interview were conducted at the sixteenth week and the data were collected. Results of the data analysis and the interview show: in the senior high school learners suffer great scope English learning anxiety with a mean anxiety index of 102, and male learners appear significantly more anxious than female learners and low proficiency learners much more anxious than the high proficiency learners. Their English learning anxieties concentrate on the communication apprehension, fear of negative evaluation and test anxiety. But after 16 weeks of implementing CL activities, learners' language learning anxiety index in experimental class is reduced to 94.2, while it still remains 101.3 in control class. The language learning anxiety index of male, female, and low proficiency students in experimental class is reduced obviously, while it remains almost the same in control class. Communication apprehension and fear of negative evaluation are reduced, but test anxiety doesn't change obviously in experimental class. So the analysis shows that the learners in senior high school have greater scope and severity of anxiety in their English learning, but their learning anxiety can be reduced effectively through proper CL activities.Chapter six draws the conclusion and points out teachers in senior high school should pay more attention to the English learning anxiety and strive to create a relaxing and affective climate in the classroom using cooperative learning activities.