The Application Of Group Cooperative Learning In Vocabulary Teaching Of Junior Middle English(Grade Eight)

The typical way of the vocabulary teaching in traditional junior middle school English class is that teachers explain the meanings and usage of the words while students learn by heart what they are told. Meanwhile, along with the huge vocabulary brought by the new Oxford English textbook, this cramming teaching and passive accepting model leads to an ineffective learning process of the students. And such a result may directly affect students’ speaking and listening ability. What’s more, it’s unfavorable to the cultivation of reading and writing skills. However, the English curriculum standard in the compulsory education stage emphasizes the importance of cooperation so that the students can form a good, harmonious and positive character during group learning.Nowadays, group cooperative learning has already been applied in various subject areas and studied in different aspects of junior middle English, but not much research on vocabulary teaching can be found. According to the English curriculum standard and the junior students’ psychology characteristics, the writer integrates group cooperative learning and junior vocabulary teaching so as to base teaching process on independent and cooperative study, aiming at changing the state of junior middle English vocabulary teaching. This paper will discuss whether the application of group cooperative learning in vocabulary teaching of junior middle English could improve the students’ vocabulary learning efficiency and their comprehensive ability of using the words; arouse the enthusiasm of students’ vocabulary learning and create a good English learning atmosphere; activate the students’ cooperation consciousness and cultivate students’ cooperation ability and team spirit.The whole experiment which takes two parallel classes as the research object lasts for a total of three months. Before and after this experiment, the author has a vocabulary test on these two classes respectively. Besides, the experiment class will fill a questionnaire. After that, the author will make an analysis of the obtained experiment data by SPSS and Excel.Research data show that the group cooperative learning in junior middle school English vocabulary teaching has achieved the anticipated and remarkable effects. During group cooperative learning process, students’ learning efficiency has been improved. Thus, their confidence and impetus of vocabulary learning have been enhanced. Meanwhile, the process with a clear target during which cooperation and competition coexist can activate students’ subject consciousness and competition consciousness of classroom participation, cultivate their ability of cooperation, communication and team spirit. Therefore, the application of group cooperative learning in junior middle school English proves to be effective.