The Application Of Jigsaw Ⅳ To English Reading Instruction At Primary School

Recently, reading anxiety is found to be one of the major causes of students’ lower reading achievements and poor reading competence, in addition to the monotonic teaching methods, few students’ interaction and cooperation. Now cooperative learning is proved as one of the effective ways to lower students’ reading anxiety, in that it can help to cultivate students’ cooperative and social communication abilities, improve their learning efficiency and achievements, develop their individuality, and reduce their anxiety. In this study, Jigsaw, as one of the efficient methods advocated by cooperative learning, is applied to the reading class in high grade at Guizhou rural primary schools. And this study is to explore the following three questions,1. Do the pupils in high-grade suffer heavy English reading anxiety and does their English reading anxiety influence their English reading achievements?2. Can Jigsaw IV contribute to reducing pupils’ reading anxiety?3. Can Jigsaw IV help to improve pupils’ reading achievements?During the study, 36 pupils are selected from Xiadehe Primary School as the experimental class and 36 pupils are selected from Ayi Primary School as the control class. In the experiment, Jigsaw IV is applied in the experimental class, and meanwhile traditional teaching reading method is used in the control class. The reading scores are from the second semester final exam results of grade five and that of the first semester final exam results of grade six are collected separately as their reading achievements. Before each final exam, the FLRAS(Foreign Language Reading Anxiety Scale), created by Saito, Horwitz & Garza, is used to test students’ reading anxiety. Finally, the data are analyzed in process of descriptive statistics, independent-samples T test and paired-samples T test by SPSS 21.0.According to the data analysis and discussion, the research demonstrates,1. The pupils in high-grade from Guizhou rural primary schools generally experience English reading anxiety and now their English reading anxiety seriously impacts their reading achievements.2. Owing to the mean of English reading anxiety of the experiment class decreasing 10.111 after the experiment, but the control class only decreasing 1.694, it can confirm that Jigsaw IV contributes to reducing pupils’ English reading anxiety in high-grade at Guizhou rural primary school.3. After pupils experiencing different English reading teaching method in two classes, their reading achievements are all improved. But comparing two classes, the students’ English reading achievements of the experimental class improve more than that of the control class. That is to say, Jigsaw IV helps to improve pupils’ reading achievements in high-grade at Guizhou rural primary school.