The Effect Of Cooperative Learning On Students’ English Learning Motivation In Senior Middle School

With the reform and development of the new system of English entrance examination in China,we must focus on students and promote the cultivation of students’ English learning ability in current high school English teaching.New curriculum standard of senior school in China emphasizes the development of students’ cooperative learning ability.Therefore,high school English teachers should adopt cooperative learning methods to meet students’ needs in teaching.From the individual differences of the students,teachers should create a good learning environment for students,so that the students can develop their cooperative learning ability.This research aims at solving the following two problems:(1)Can the cooperative learning effectively improve students’ intrinsic motivation?(2)Can the cooperative learning effectively improve the students’ extrinsic motivation?In this article,this author explores the influence of cooperative learning on English learning motivation of senior school students through a large number of experimental studies.In addition,the author mainly uses the literature method,the questionnaire survey,the experiment and the interview to explore the mode of group cooperative learning and its influence on students’ English learning motivation.Before the experiment,the author provides a theoretical basis and empirical reference for the group cooperative in the literature review.In addition,the author takes the two classes of senior sophomore students as the experimental subjects,combined with the compulsory 5 and 6 of the high school English,and carried out a one term teaching experiment.In the experimental class,the “cooperative learning” was applied based on the “learning plan guided learning” while the traditional teaching mode was used in the control class,and the teachers expounded vocabulary,sentence patterns and grammar in class.Before the experiment,the author investigated the English learning motivation of the experimental class and the control class in the pre test by questionnaire and interview,and laid the foundation for providing the reference and analysis of the follow-up data for the high school English group cooperative learning.After the experiment,the relevant data of the changes in the English learning motivation of the experimental class and the control class were obtained through the questionnaire survey andtest,so as to do a good job for the analysis of the experimental results and observe the change of students’ learning motivation in group cooperative learning and traditional teaching respectively.The final results show that the “group cooperative learning” used in English teaching of high school is better than the traditional teaching method,and it can stimulate students’ learning motivation,self-learning and cooperative learning ability.Based on the results of the study,the author puts forward some suggestions on how to use group cooperative learning in high school English teaching,and provides a reference for teachers’ future English teaching to achieve the goal of “people-oriented,promoting students’ long-term development and lifelong development” in English teaching.