中文摘要 英语口语能力对英语专业学生来说非常关键。然而，英语专业学生在课堂中 普遍比较沉默，学生已经习惯于传统的英语课堂教学方式，课堂以教师为中心。 在英语专业课堂，为解决这种现象，近年来教师开始普遍使用小组活动，小组活 动可以为学生提供在课堂上练习英语口语的机会。然而由于小组活动的作用受不 同因素的影响，在小组活动的实际应用中，教师们往往会遇到各种各样的困难。 因此本研究旨在从学生角度调查影响英语专业课堂中小组活动有效性的因素，通 过问卷调查，课堂观察和访谈的研究方式进行一个实证研究，意在为教师在小组 活动的使用上提供一个更全面综合的理解。 通过调查分析，本研究发现学生方面的影响因素可以被分为专业，生理和心 理三个方面。专业方向指的是学生的知识与技能，包括 “英语口语能力”、“背 景知识与经验”、“学习习惯”、“人际交往能力”。生理方面指的是学生的“身体 状态”；而心理方面则包含“性格”、“兴趣偏爱”、“学习动机”、“合作精神”、“对 教师的偏爱”。在社会文化理论指导下，学生的学习是在交际过程中产生的，因 而他们的人际交往能力和合作精神都会对他们在小组中的参与产生影响。同时， 学生的心理需求也是教师不能忽略的重要部分，因此，为了能充分发挥小组活动 的作用，本研究为教师在小组活动的使用上提出了一些建议。比如，教师在设计 小组活动时应该注意学生的心理需求如存在感、责任感、满意感和成就感。

Abstract English speaking skill is crucial for English major students. However, students in English major classrooms often listen in silence since they are accustomed to traditional English teaching style. To deal with this phenomenon, group work is widely applied in recent years to provide more chances for students to speak in English major’s classroom. But in practical classroom, teachers find that there are difficulties in its application since the function of group work is affected by different factors. This thesis is intended to carry out an empirical study to investigate the factors that influence the effectiveness of group work from students’ perspective through questionnaires, classroom observation and interview. By the investigation and analysis, the researcher finds out that factors of students can be divided into professional, physical and psychological aspects. Professional aspect relates to students’ knowledge and skills, including “English speaking ability”, “Background knowledge and experience”, “Learning habit”, “Interpersonal skill”. Physical aspect refers to students’ “physical condition”. Psychological aspect, it contains “Characteristic”, “Interest and preference”, “Learning motivation”, “Team spirit”, “Preference of the teacher”. Under the Socio-cultural theory, students actually are learning through interacting. Thus, group work is not just a classroom activity. Students actually are interacting with other members. Their interpersonal skills and team spirit have an impact on their participation in group work. Meanwhile, their psychological needs actually are very essential, which teachers should take into consideration when designing group work. Consequently, in order to assist teachers in making full use of group work, this paper proposes some suggestions. For instance, teachers should concern about students’ sense of existing, sense of responsibility, sense of satisfaction and achievement.