A Research On The Application Of Cooperative Learning In Junior Middle School English Listening-speaking Classes

With the rapid economic and social development,English as the world language is playing an increasingly important role in international communication,commerce and trade,media and pop culture.Listening-speaking ability is the most significant and direct way for communication and the main purpose of listening-speaking is to cultivate students' ability of information transformation and oral expression and the overall capability of language application.Thus,the urgency to seek out an effective teaching method to stimulate students' interest in English learning,reducing anxiety and enhancing confidence in English listening-speaking to develop their listening-speaking ability is needed.A Chinese proverb goes that two heads are better than one,to some extent,which illustrates cooperative learning(CL)can benefit students English listening-speaking learning.CL is a student-centered,teacher-facilitated instructional strategy that students are divided into small groups based on their personality,characteristic and English level,and they are working together to help one another to accomplish shared goals under the teachers' guidance.Therefore,the author applies CL in junior middle school listening-speaking classes.So as to investigate the effect and the function of CL on junior middle school students' English listening-speaking classes,there are three questions discussed:1.What's the status quo of junior middle school English listening-speaking classes? 2.How do teachers apply CL to junior middle school English listening-speaking classes?3.What are the effects of applying CL in junior middle school listening-speakingclasses? Therefore,a four months(from March to June 2019)contrast experiment carries out in Fule Middle School Grade 7 with 83 students in total.CL is applied in the experimental class 21 with 42 students.There are 41 students in class 5 as the control class and it still adopts the traditional teaching method.Furthermore,the two classes all use the same teaching material which is published by People's Education Press go for it.The research instruments are semi-structured interview,questionnaire and listening-speaking tests.The qualitative date collected from the semi-structured interview which is to investigate the status quo of listening-speaking classes and students' attitudes towards CL.The quantitative date collected from the questionnaire and the listening-speaking tests.The questionnaire aims to research the students' attitude towards English learning and listening-speaking classes,the status quo of the listening-speaking classes and the effect of applying CL in listening-speaking classes.The listening-speaking tests adopted before and after the experiment aims to figure out that the CL can improve the students' listening-speaking ability.After the analysis of the data,it is obvious that CL can stimulate students' interest in English learning and change their attitude toward listening-speaking classes,enhance students' confidence and reduce their anxiety in English listening-speaking classes and improve their English listening-speaking ability.However,in order to apply CL effectively,students keep in mind that if one fails that all fail and they're willing to cooperate with group members to achieve their goals under the teachers' guidance.As for the English teacher,it is urgent for them to keep abreast of the times to upgrade the teaching techniques,research the teaching theories and adjust the teaching methods and strategies to facilitate students' learning,and make most of CL to let the listening-speaking classes are more effective to improve the students' listening-speaking ability and their comprehensive English application competence.