The Impacts of Cooperative Learning On Anxiety in EFL Class合作学习对外语课堂焦虑的作用
1. Introduction
1.1 Background
There are several reasons for the thesis to choose the topic of cooperative learning applied in EFL class..
First of all, recently as the importance of internationalization is becoming more prominent, national ministry of education has strengthened English teaching among all schools in China. However, traditional English teaching methods can’t meet the current needs of students. As a result, they show no interests in EFL class and get anxious to English Language learning. Anxiety in the classroom is considered to be a negative factor that lessens the learner’s proficiency due to the fact that under the anxious situation, it’s difficult and stressful to think and respond clearly. According to Macintyre(1995:96), anxiety can create a divided attention scenario for anxious students; they are focused on both the task at hand and their reactions to it. The important role of language anxiety in foreign language learning has been demonstrated in several studies showing a negative correlation between high levels of anxiety and language achievement (Saguanpong, 2017; Yu-ching & Wu, 2017; Kondo & Yang). Knowing this, many pieces of research were done to find out a way to help students reduce anxiety. However, anxiety is such a comprehensive and complicated factor that is influenced by social settings and teaching strategy and more efforts need to be made.
有几个原因，论文的选题合作学习运用于英语班。
首先，在国际化的重要性日益突出，英语论文范文，国家教育部加强了在中国所有的学校在英语教学。然而，传统的英语教学措施不能满足目前的需要，学生。作为一个结果，表明他们在英语课不感兴趣，渴望学习英语。在课堂焦虑是一种消极因素，使学习者的语言水平由于焦虑的情况下，很难清楚地思考和反应压力和。根据麦金太尔（1995:96），焦虑，焦虑的学生创造一个分心；他们专注于手头的任务，以及他们对它的反应。在外语学习中的语言焦虑的重要影响已被证明在几个探讨中呈现出负相关联系，高水平的焦虑和语言成绩（saguanpong，2017；宇清武，2017；近藤与阳）。知道了这一点，许多探讨都发现一个措施来帮助学生减少焦虑。然而，焦虑是一个综合性的和复杂的因素，是由社会环境和教学策略，更需要努力的作用。
2. Literature Review
3. Theoretical Framework
4. Methodology
5. Conclusions
References
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The Modern Language Journal, 70 (2), 125-132
[2]Johnson, D.W., Johnson, R.T., & Holubec, E. J. (1995). Circles of Learning. (4th ed.). Edina,MI: Interaction Book Company
[3]Kagan, Spencer. (1994). Cooperative Learning. San Clemente, CA: Kagan Publishing
[4]Kagan, Spencer. (2017). A brief history of Kagan structures. Kagan Online Magazine. (Summer)
[5]Kondo, S., & Yang, Y-L.(2017). The English language classroom anxiety scale: Test construction, reliability, and validity. JALT Journal, 25(2),
[6]MacIntyre, P.D.(1995). How does anxiety affect foreign language learning: A reply to sparks and Ganschow. The Modern Language Journal.
[7]Young,D.J.(Ed.)(1999). Affect in Foreign Language and Second Language Learning: A pratical Guide to Creating a Low-anxiety Classroom Atmosphere. Boston: McGraw-Hill
[8]YU-ching, Daniel,& Wu, Guo-cheng. (2017). A study of foreign language anxiety of EFL elementary school students in Taipei, Country Journal of National Taipei Teachers College, September, 17(2), 287-232.
[9]Worde, R. (2017). Students’ perspectives on foreign language anxiety. Retrieved on Dec.4 from
[10]Dahlman, A., Hoffman, P., Brauhn, S. (2017). Classroom strategies and tools for differentiating instruction in the ESL classroom. MinneWITE本论文由英语论文网提供整理，英语论文题目，提供论文/，英语论文/，/论文，/英语论文，/留学生论文，/英文论文，留学生论文/相关核心关键词搜索。
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