Study On Cooperative Learning Of Oral English Teaching In Rural Junior High Schools

Cooperative learning has been widely used, both at home and abroad. Through investigations, the writer found that the English teaching level of rural areas in China is still low. The reform is not effective enough, especially in oral English teaching. In the rural areas, the students’ English learning efficiency has been seriously restricted due to many factors, for example, poor school teaching hardware conditions, lack of teaching resources, and students’lack of learning resources. The learning method isn’t varied. Little attention has been paid to the cultivation of English learning, especially spoken English. Cooperative learning will change the traditional teaching which gives priority to teachers’teaching and in which students are extremely dependent on teachers. Communication among students will greatly increase the quality and efficiency of learning. Although cooperative learning has been studied much at home and abroad, more research is still necessary because of regional differences and the analysis of the status quo, especially in rural areas where the English teaching is relatively backward.This study will focus on cooperative learning in oral English teaching in rural junior high schools. By searching the literature, classroom observation, questionnaire surveys and tests, the study is to find out whether cooperative learning is effective in oral English teaching in the rural junior high school:whether students’ affects and social skills can be improved, and whether students can make progress in their oral English ability or not.First of all, the author reviews the related studies to know the researches on cooperative learning in oral English teaching in the rural areas. Later, the author chooses students from four rural schools in Xindu District, Chengdu, Sichuan Province to do pre-questionnaires including the experimental class to know the current situation of students’ oral English learning in rural areas. Then students from the experimental class do oral English pre-tests to know their oral English ability. The chosen school is the place where the writer has worked for over three years, which is helpful to do the experiment. According to the result of pre-test, the author finds that students’English levels in the class are similar, so this class is chosen as the. experimental class. After a semester’s experiment, the author finds that cooperative learning strategy in oral English teaching in the rural junior high school is effective. Through classroom observation and data analysis from pre-questionnaire and post-questionnaire, the author finds that students become more confident and more interested in learning English. At the same time, students’ social ability is improved. The results of oral English tests show that the students’ oral English ability generally increased. Finally, the author summarizes the major findings of this research and suggestions for future researches.