An Action Research On Cooperative Learning (CL) In A Chinese Local High School

This thesis aspires to study, through an action research approach, an effective method of providing a language learning atmosphere that is meant to both reduce the L2 (Second Language) learning anxiety in students attending a local foreign language school and also to enhance their self-confidence while using the target language. The end goal is an enhanced learning environment that immerses the student in a setting that provides ample opportunity for the student to utilize their verbal L2 skills.The thesis consists of six chapters. In the first chapter, the writer states the current situation of foreign language learning in the majority of Chinese high schools. The author then explains the significance of this research as well as describes the environment encountered that prompted the writer to investigate further the methods utilized in this thesis. The author used twenty two students from the Chengdu Foreign Language School as research subjects. The problems she faced in the teaching of these students are described. Particularly, the fact that fifty percent of the students had studied in ordinary schools at junior stage where both teachers and students focused on written examinations rather than both written and oral, due mainly to the need to maintain a focus on passing the written entrance exams to senior high and college. The students preferred spending ninety-nine percent of their efforts on written work, leaving only one percent on speaking practice. Not surprisingly, the result is that most of them are trained in written communication but lack proper verbal skills in the target language. In short, they lack both experience and more importantly, lacked the self confidence needed to utilize their oral skills in the target language. In reality, the students preferred to remain silent because of target language anxiety, i.e. a lack of self confidence in the target language.After reading a large amount of relevant research concerning both theory and practice, the author undertakes CL action research aimed to build up students' self-confidence and the habit of speaking to enhance their oral competence.The second chapter is literature review which includes relevant theoretical and practical achievements in the field of CL study at home and abroad. In the third chapter, the author describes 22 subjects of the present study and presents three research questions which are as follows:1) Can CL have a positive effect on lessening learners' language anxiety? To what extent?2) Can CL enhance learners' self-confidence in expressing themselves in target language? To what extent?3) Can CL enhance learners' speaking fluency? To what extent?In the fourth chapter, the whole procedure of this CL actionresearch is described in detail. The fifth chapter presents findings and analyzes the data of the research respectivelyAccording to the data from this research, by way of referring to the definition of language anxiety, self-confidence, self-esteem in psychological-linguistics, and test criteria of oral English , the author shows that the result is positive after analyzing the gained data. In the six chapter,based on the findings, the author draws a conclusion that CL can not only lessen learners' language anxiety but also enhance their self-confidence. Therefore their speaking competence is improved. The poor students benefit more in enhanced self-confidence and reduced language anxiety . However, the top students' speaking fluency and vocabulary improved more. Such result provides significant reference for both the author and people working in the language teaching field. Meanwhile, the author discusses the limitations in this research and puts forth practical recommendation for further research.