【作者】 陈思本；

【导师】 夏伟蓉；

【作者基本信息】 西南交通大学 ， 外国语言学及应用语言学， 2004， 硕士

【摘要】 近年来，合作学习和外语学习焦虑在国外受到广泛关注。在合作学习领域，研究者们建立了不同的合作学习模式并且深入地研究了合作学习的积极意义。合作学习理论认为：合作学习能营造具有积极情感的课堂学习气氛。具体来说，它在减轻学习焦虑、促进交流、加强学习动机、增强学习者的自信、提供可理解的语言输入和输出等方面具有重要意义。与此同时，有关在外语学习焦虑领域的研究也进一步证实，合作学习作为一种课堂教学程序能减轻外语学习焦虑。 尽管国外的研究表明合作学习对减轻外语学习焦虑具有积极意义，这些研究成果并未引起国内外语界足够的重视，目前还很少有研究就利用合作学习减轻外语学习焦虑并最终提高学习者英语语言水平问题进行实证调查。随着我国高校扩大招生，越来越多的学生受到了外语学习焦虑的负面影响。因此，本文旨在求证合作学习能否能减轻差生外语学习焦虑并提高其英语语言水平。 高考英语成绩、大学分级测试成绩及第一学期期末英语成绩皆低于60分的学生被界定为英语差生。共有24名差生参加实验，根据差生的数量，性别和专业将其分为试验组和控制组。在实验组采用合作学习的两种方法进行教学，而控制组则采用传统教学方法。实验结束后，对控制组和实验组进行外语焦虑问卷调查，同时用2002年冬季大学英语四级考试对其进行英语语言水平测试。调查和测试结果表明，控制组差生的外语学习焦虑得到有效减轻，其英语语言水平有所提高。 对于如何帮助有外语学习焦虑的学生，本文提出了两点意见：指导学生学会应对能引发焦虑的情形；营造减轻学生压力的学习环境。更多还原

【Abstract】 In recent research abroad, cooperative learning (CL) and foreign language anxiety are gaining much attention. Researchers of CL have succeeded in constructing different models of CL and its benefits have also been explored. It is widely acknowledged that CL creates a more positive affective climate in the classroom. To be more specific, it is of great importance in reducing anxiety, promoting interaction, increasing motivation, increasing self-confidence and self-esteem and providing comprehensible input and output, etc. Meanwhile, researches focusing on the damaging effects of foreign language anxiety also indicate that CL as a classroom procedure can lower anxiety in the language classroom.Although the research abroad has suggested that CL has positive impact on reducing foreign language anxiety, researchers in China have not attached much significance to it, and relatively little empirical research has been done in the field. What’s more, with the expansion of enrollment in universities of China, the number of college students who are vulnerable to English learning has been ever increasing. Therefore, an experiment study aimed to apply two types of CL methods in classroom to reduce foreign language anxiety of the low achieving English learner was conducted.Twenty four low achieving learners of EFL (those who failed to pass English test of the College Entrance Examination, College Placement Test and the final examination in the first semester) participated in the experiment. They were assigned to either a control group receiving traditional instruction or an experimental group receiving CL instruction according to variables such as number, gender and major. A 33-item questionnaire was used as an assessment of foreign language anxiety level while .EFL proficiency was assessed using scores from the winter test of CET-4 2002. Meanwhile, classroom observations were made to identify the causes of foreign language anxiety. Learners in the experimental group manifested lower level of foreign language anxiety after the experiment. What’s more, their EFL proficiency was found to be improved.The implication of CL was discussed and two suggestions were made to helpthe instructors deal with the low achieving learners with anxiety. First, they can help them leam to cope with the existing anxiety-provoking situation; second, they can make the learning context less stressful.更多还原