A Study Of Group Cooperative Learning Effectiveness In English Classroom Of Junior Middle School

Group Cooperative Learning(GCL) is one of the most widely used forms of classroom instruction globally, and many junior middle school English teachers have been attempting to carry out GCL in their classrooms but without satisfactory outcome. Therefore, in this thesis, the author applies GCL in the English classroom to find out how to improve its effectiveness.Based on the literature research, this thesis first explores the theoretical bases for the application of GCL in the English classroom of junior middle school. Second, the author puts forward the strategies for effectively implementing GCL. Third, the author investigates the status quo of carrying out GCL in the English classroom of the junior middle school and then analyzes the factors affecting its effectiveness by combining the qualitative method with the quantitative method. Finally, the author makes use of a variety of strategies to optimize GCL in the English classroom teaching and further verify the feasibility and effectiveness of those strategies.The findings of this research are summarized as follows:1. The main reason for the low efficiency of GCL in the English classroom of junior middle school is that students lack the ability to express themselves in English. The students’ inaccurate pronunciation and intonation, limited vocabulary, and lack of communicative strategies are the biggest obstacles to GCL.2. The implementation of cooperative learning strategies improves the effectiveness of GCL in the English classroom teaching and helps students learn English better. Besides, it improves the relationship among the students and enhances their interest in learning English.Based on the findings, the author offers the following suggestions:1. Teachers must further strengthen the implementation GCL in the English classroom, consummate the strategies of improving GCL effectiveness, and give more help to the students with weak cooperative consciousness, poor English pronunciation and intonation, and deficient communicative strategies.2. English teachers must promote their teaching accomplishment so that they can apply GCL both in the classroom and outside the classroom, give full play to GCL to enhance the English teaching and learning effectiveness, and improve students’ ability to communicate in English, to work with others and to deal with the challenges in the future.