An Investigation On The Effects On English Learning Motivation And Scores Of Senior Art Students Of Cooperative Learning

In recent years, along with the development of society and expansion of the member ofcolleges and universities, more and more students join the art test. However, on the one hand,they have to join the art professional exam; on the other hand, they have to take part in theacademic test. As a result, the academic time they spend is less and less for them. Worsemore， most art students are poor in English, whose base is relatively weak. What’s worse，most of them are tired of English and are not interested in English, who have a passiveattitude. Especially, they aren’t interested in traditional way of English teaching.In class, theyare not willing to answer the teacher’s questions；after class, they are busy with the homeworkleft by the teacher. Obviously, their motivation is quite low. To make matters worse, they areafraid of failure. They don’t have much hope of English, and even want to give up. Therefore,the author advocates that cooperative learning theory should be applied to English teaching toimprove English learning motivation and English academic scores,Cooperative learning is a teaching theory and a strategy that arose in the United States inthe1970s, whose advantages have been recognized by many linguists and educators. In recentyears, there are many researches about cooperative learning, but most of them are aimed at auniversity and the investigation on the effects on English learning motivation and scores of artstudents of cooperative learning is not much. Therefore, based on relevant theories andprevious research achievements, the research concentrates on cooperative learning of the68senior students in the two classes of our school for about one year through questionnaires，languages-tests，interviews. In this way, some dates are got and analyzed. The finding hasshown that cooperative learning has a great effect on English learning motivation and scores of senior art students of cooperative learning，which greatly improves senior art students’motivation and learning ability. This thesis consists of five chapters: we study the background,significance, and structure in the first chapter of this paper. In the second chapter，the paperintroduces the literature review,which includs the definition of motivation and cooperativelearning, relevant researches on motivation and cooperative learning at home and abroad andso on. Chapter Three describes investigation, which accounts for research purposes, researchsubjects, methods,materials,requirements and research designs. Chapter Four gives theanalysis of results. This thesis mainly adopts the method of qualitative analysis andquantitative analysis to verify this hypothesis. Chapter Five gets the conclusions from thedata，which states that cooperative learning has improved art students’ learning motivationand learning scores in some aspects with the help of investigation for one year. Meanwhile,some implications are pointed out and some suggestions for further study in this area aregiven.