Research On The Effect Of Cooperative Learning Mode On High School Students' English Reading Anxiety

Reading is an important way to get information and is the basis of other English skills,such as listening,speaking,writing and so on.Only the input is effectively,we can process the information effectively and obtain better output.Reading ability is affected by many factors.Emotional factors are important but usually ignored by teachers and students.As one of the emotional factors,anxiety easily impedes the improvement of reading ability.In a reading class of senior high school,Grammar Translation Method cannot meet students' need is the major reason about reading anxiety.Students study in this situation for a long time will lose their reading interests and confidence and feel anxious.So English reading anxiety badly needs to be alleviated.In order to explore the relationship between reading teaching method and reading anxiety.This research applied the Cooperative Learning Method into reading class to explore whether Cooperative Learning Method has positive or negative influence on reading anxiety.In this paper,first year students in senior high school students are taken as the research subject.Cooperative Learning Method is applied into the experimental class and Grammar Translation Method is used in the control class.This research aims to answer the following questions:1.How does Cooperative Learning Method influence senior high school students' English reading anxiety?2.How does Cooperative Learning Method influence different levels of English reading anxiety?3.If reading anxiety changes,what's the change of English reading achievement?The experiment lasts for 12 weeks.Data are collected by interview,questionnaire and test and analyzed by SPSS21.0.Research findings show that students' reading anxiety level in experimental class is lower than before,and reading score is higher.However,there are few changes in the control class.We can conclude that Cooperative Learning Method has positive influence on reading anxiety and can alleviate reading anxiety of senior high students.Cooperative Learning Method has different effects on high-anxiety,moderate-anxiety and low-anxiety.In experimental class,the score of high-anxiety group changed the most.However,the change of moderate-anxiety group was the smallest.After the reading anxiety was alleviated,the read achievement improved.English reading achievement is negatively correlated with reading anxiety.Based on these conclusions,some pedagogical implications are useful in English reading teaching.Because of research subject,research time,research method and other limitations,thisresearch is not perfect.In the end of this thesis,some suggestions are given for following researches.