A Study On The Correlation Between Positive Emotional Involvement And Interactive Behaviors Of Senior High School English Learners In Picture Narration

The International Commission on Education for the 20 th Century states in “Education Which Contains Fortune” that education should enable learners to learn,that is,education should enable the learners to “learn to know”,“learn to do”,“learn to live together(learn to cooperate)”,and “learn to survive”.Cooperative learning can not only enhance individual responsibility and social communication ability,but also enable group members to work together,cooperate with each other,communicate face to face,and develop group participation,while positive emotions among group members play an important role in interactive behavior.Therefore,this thesis intends to explore the correlation between the degree of positive emotional involvement of senior high school English learners and their interactive behaviors in picture narration from the perspective of cooperative learning(taking groups of two and four as examples),and explore the correlation differences between the two groups,and hope to provide some suggestions for oral English cooperative teaching in senior high school.Based on Cooperative Learning Theory,Output Hypothesis,Interaction Hypothesis and Emotion Filtering Hypothesis,this study adopts literature research method,natural experimental method,questionnaire method,observation,corpus analysis,and adopts positive emotion questionnaire,collaborative oral task list,recording equipment,WPS2022,SPSS25.0 and other research tools.In addition,60 students in Grade one of X senior high school in Shihezi city are selected as research objects,including 20 students in group A(group of two),and 40 students in group B(group of four).This study mainly explores the following three questions: First,in group cooperation(two people),what is the relationship between the involvement degree of positive emotions and their interactive behaviors? This question consists of three sub-questions,namely,the involvement degree of positive emotions in group cooperation(two people),interaction behavior,and the correlation between involvement degree of positive emotions and interaction behavior.Secondly,in group cooperation(four people),what is the relationship between the involvement degree of positive emotions and interactive behaviors? This question consists of three sub-questions,namely,the involvement degree of positive emotions in group cooperation(four people),interaction behavior and the correlation between involvement degree of positive emotions and interaction behavior.Evently,what are the differences of the involvement degree of positive emotions,interactive behaviors and correlation between group cooperation(two people)and group cooperation(four people)? This question includes three sub-questions,namely,the difference of positive emotions in group of two and group of four,the difference of interactive behaviors,and the difference of correlation between involvement degree of positive emotions and interactive behaviors.Research conclusions are as follows: First,there is a certain correlation between the involvement degree of positive emotions and interactive behaviors in group cooperation(two people).This is demonstrated by the following: 1.The average positive emotion of the group of two was 2.66,which was relatively strong.2.The average number of words and rounds of language production was 591 and 13.3 respectively;In terms of output types of language-related episodes(LREs),the subjects produced more LREs of vocabulary than grammatical LREs;In terms of output results,the subjects solved most of the LREs through interaction.3.Positive emotions were positively correlated with interaction behavior(except for unresolved LREs).Secondly,in group cooperation(four people),there is a certain correlation between the involvement degree of positive emotions and interactive behaviors.This is demonstrated by the following: 1.The average positive emotion of the group of four was 2.22,which was relatively weak.2.The average number of words and rounds of language production was 690.5 and 28.4 respectively;In terms of output types of LREs,the subjects produced more LREs of vocabulary than grammatical LREs;In terms of output results,the subjects solved most of the LREs through interaction.3.There is a positive correlation between positive emotion and interactive behavior(except for unresolved LREs).Evently,there are differences in positive emotions,interactive behaviors and correlation between group of two and four.1.There was no significant difference between the two groups in positive emotions.2.There was no significant difference between the two groups in language production(number of words),grammatical LREs,correctly solved LREs and unsolved LREs;while there were significant differences between the two groups in language production(number of rounds),LREs production and LREs of vocabulary.3.The positive emotions of the subjects in two groups were highly correlated with their language production(number of words),the number of LREs produced and the correctly solved LREs;The positive emotions of the subjects in two groups were significantly correlated with language production(number of rounds),grammatical LREs and wrongly solved LREs.The the significance of LREs of positive emotions and words in the group of four was higher than those in the group of two,while the significance of positive emotions and unresolved LREs was lower than that of the group of two.Based on the results of this experiment,the author puts forward three suggestions for cooperative oral English teaching in senior high school.First,the design of cooperative language production activities follows the principle of "the frequency of interaction among students".Secondly,when designing the picture narration,teachers should ensure that the picture narration conforms to the students’ cognitive level.Evently,when both groups(two and four people)meet the requirements of cooperative teaching,the group of four is preferred.