| For many years, the influence of traditional educational conception that the development of cognitive skills is our sole educational goal determines that teachers just pay attention to the cultivation of cognitive skills and neglect the development of students' affective factors in English learning and teaching process, which makes some students feel "indifferent", "bored" and even "non-cooperative", and it can result in low efficiency. As a result, there are a considerable number of Learning Difficulty Students in China. How to help these students out of trouble has aroused many people's attention.Scholars have discovered that affective factors can play a significant role in learning process since development of humanism in the 1960s. Humanism emphasizes the importance of whole-person development, including both cognitive development and affective development. In this sense, it's necessary to pay attention to both cognitive factors and affective factors in teaching and learning process. Meanwhile, Cooperative learning can develop learners' positive affective factors, increasing motivation, forming positive attitude, increasing self-esteem and reducing anxiety. In a deep sense, Cooperative Learning incorporates the balanced goal of developing learners affectively, cognitively and psychologically to foreign language learning and teaching, and therefore, it facilitates the holistic development of a person. This is in accordance with the quality education that is going on in our country.For little quantitative researches on the affects of Learning Difficulty Students through Cooperative Learning has been conducted so far, based on the analysis of the current situation and causes of Learning Difficulty Students in English learning and on the theoretical basis of Cooperative Learning theory, the thesis explores the effective application of Cooperative Learning to stimulate the positive affect of English Learning Difficulty Students in Junior English teaching and learning so that they can be transformed. The research is conducted from September,2009 to January, 2010 which lasts for 18 weeks, the participants in this research are 4 English Learning Difficulty Students from Class 2&3, Grade 8 in Guangyuan Middle School in Guangzhou. First, according to the related literature review of Learning Difficulty Students, the author does a survey to find out what causes the occurrence of Learning Difficulty Students in English learning. From the analysis, causes of the failure of Learning Difficulty Students in English can be sum up into two aspects:internal and external factors, the major aspects of internal factors are psychological factors and external factors mainly come from three aspects, from teachers, classmates and parents. The author thinks teachers should change the external factors in English teaching, try to create all kinds of beneficial conditions and stimulate the internal factors of the students, according the current situation of English Learning Difficulty Students in two classes which the author has taught, the author applies some practical ways of Cooperative Learning of three aspects, including the cooperation between teacher and students, the cooperation among students and the cooperation between family and school on experiment. The research is testified by such research methods as questionnaires, interviews, observation and setting up students' portfolios bags. All the data of two questionnaires are dealt with Microsoft Office Excel 2003, the results of the research show that:1) Cooperative Learning is more effective than the traditional teaching methods in stimulating the positive affect of English Learning Difficulty Students.2) Cooperative Learning can stimulate the positive affect of English Learning Difficulty Students in some aspects, such as inspiring students' learning motivation and interest, enhancing their confidence and self-esteem, improving their cooperative spirit, increasing interaction between the teacher and students and reducing their anxiety through cooperation between teacher and students, cooperation among students and cooperation between school and family. Meanwhile, English learning effect of English Learning Difficulty Students have also been improved to some extent. It's proved that the effective application of Cooperative Learning approach in Junior English classroom has a positive effect on the transformation of English Learning Difficulty Students, and it is also found in the research that a few Students made unsatisfactory progress because of different reasons, which needs further research.The present research explores the effective application of Cooperative Learning of three aspects to the transformation of English Learning Difficulty Students, which will provide some enlightenment when other people do research on Cooperative Learning and the transformation of English Learning Difficulty Students... |
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