A Study Of Group Learning In Oral English Class Of Higher Vocational College From The Perspective Of Group Dynamics

At present,large-sized class is very common in higher vocational English teaching.The method of group learning,employed to increase students' communicative opportunities,is favored by many foreign language teachers.However,in practice,the teaching effect can not be guaranteed if group learning is lack of effective management and becomes formulaic.Teachers need to master certain management theories if they want to effectively manage classroom activities and solve problems arising from group learning.This study,by means of applying the theory of group dynamics to oral English class management,aims to help teachers in the aspects of the formation,management,development and rule-making of group activities.As a result,cooperation and communication among students could be enhanced,team consciousness could be cultivated,and a good classroom atmosphere could be created as well.Quantitative and qualitative research methods are employed in this one-term teaching experiment,such as questionnaire,interview and pre-and post-oral tests.Based on the situation that empirical studies in this field at home are not sufficient and problems of oral English teaching in higher vocational colleges,an empirical study has been conducted to answer the following research questions:(1)How is group learning carried out in oral English class of higher vocational colleges from the perspective of group dynamics?(2)To what extent can group learning,from the perspective of group dynamics,improve oral English teaching in higher vocational colleges?(3)Does group learning,from the perspective of group dynamics,have a positive correlation with students' oral proficiency?After the experiment,the author draws the following conclusions:Firstly,group learning in spoken English of higher vocational colleges can be divided into three stages: group formation,adjustment and normal display from the perspective of group dynamics.Based on team role and team norms,members perform their respective duties and group mechanism is guaranteed.Secondly,group learning,from the perspective of group dynamics,has a positive effect on oral English teaching in higher vocational colleges.In the experiment,the management of the learning group is more efficient,the activities of the group are more smoothly and orderly,the communication opportunities of the students are greatly increased,and the teaching effect is obviously improved.Thirdly,group learning,from the perspective of group dynamics,has a positive correlation with students' oral proficiency.By comparing the results of the oral pre-test and the post-test of the experimental class and the control class,it can be concluded: the results of the experimental class in the post-test are not much different from those of the control class in terms of grammar,vocabulary and pronunciation.But in terms of interactive communicative competence,there is a significant difference between the experimental class and the control class.The total score of oral English in the experimental class is significantly different from that of the control class.In a word,the author hopes that this study can provide some new ideas for English teachers in higher vocational colleges to effectively manage group activities,so as to give full play to the advantages of group learning,and create a positive and lively classroom atmosphere for students.