合作学习与英语口语焦虑的缓解

Cooperative Learning and Alleviation of English Speech Anxiety

为探讨合作学习对缓解英语口语焦虑以及提高学生成绩的效果,将合作学习这种课堂组织方式引入到大学英语口语课堂。实验班和对照班的外语焦虑度和口语水平的变化通过前测与后测中收集的资料进行数据分析,并辅以访谈调查。结果表明,合作学习具有一定的情感优势,促进了学生之间的交流互助,从而有效地减轻了个体口语表达时的焦虑,而口语水平也随之得到显著提高。以社会互赖理论为支撑,对合作学习如何发挥作用的内在机制作了探讨。

To explore its effectiveness on alleviation of English speech anxiety and improvement of oral English competence, cooperative learning is employed in a college English speaking class. Data is collected through a pre-test-post-test design together with interviews. The changes of anxiety degree and oral English proficiency in both the experimental group and the comparison group are put into statistical analysis. The results indicate that cooperative learning possesses certain affective advantages, which helps to facilitate more communication and mutual assistance among students. As a result, students＇ speech anxiety is reduced to a great extent and their oral English is also improved significantly. The study makes in-depth discussions on how cooperative learning makes those changes possible from the perspective of social interdependence theory.