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1.2 The Significance of Group Discussion
Group activities can provide a positive environment for "the affective climate" (Long & Porter, 1985), second language acquisition (of Krashen, 1995) theory is that comprehensible input is the key to language acquisition. Traditional classroom teaching to focus only mastered the language rules while ignoring the perception of students in authentic language environment, and practice of induction and conclusion rules. The group discussion activities, through questioning, dialogue, discussion, role-playing, each student more opportunities for contact with the target language, and also increased the opportunity to use English for real communication purposes. At the same time, the Affective Filter Hypothesis that emotional factors affect language acquisition. Variety of group activities to stimulate students' interest in learning, strengthening the motivation of learning English; students to play an important role subjectivity, self-confidence and self-esteem enhancement, anxiety reduction, so that in the spoken language training in the environment of a low affective filter, language input more, the output would be better. Discussion on the impact of cooperative learning on academic performance, domestic and foreign literature, especially Slavin (1990 "Cooperative Learning: Theory, Research and Practice," a book and Johnson Brothers analysis of more scientific and comprehensive (Wang Tan, 2002:81).