本研究的目的在於探究合作學習的教學模式對於國民中學的學生在降低英語聽力焦慮和提升聽力能力雙方面上是否有效。本研究的研究對象是54位來自台灣北部地區的一所國民中學的學生，學生來自於經S型分班後同質性的2個普通班，2個班分別設定為對照組和實驗組，兩組在數量、性別、背景、聽力焦慮及聽力能力起始程度上皆相似。對照組施以傳統英語聽力教學模式：學生聽寫，教師給答案並講解的方式施教；實驗組則施以合作學習英語聽力教學模式：同學聽完練習後，交互討論練習答案的方式來學習。師生利用每週四堂英語課的前15分鐘來進行英語聽力合作學習，經過了約12週的教學後，兩組皆接受聽力焦慮量表的後測，及南一書局出版的聽力測驗。量表及測驗皆以獨立樣本t檢定來進行統計分析，研究結果顯示：實驗組和對照組相較之下，聽力焦慮降低的程度達到顯著差異；而聽力能力的部分，雖然實驗組比對照組在測驗分數上有進步，但進步幅度有限，未能達到顯著差異。除此之外，訪談問卷中的質性資料亦支持了量化結果。本研究冀希成為對於有意利用合作學習教學模式來教聽力的老師，在降低聽力焦慮和提升聽力能力上，一個教學上的參考。最後，研究者根據實驗的過程及結果，對未來合作學習或是聽力教學的研究，提出需要避免的情形及一些可進行的研究方向。 / This study is mainly to explore if the mode of cooperative learning can reduce junior high school students’ listening anxiety and promote their listening comprehension ability. The participants in this study were junior high school students from northern Taiwan. They were chosen from two homogeneous classes formulated by the normal s-style distribution. Two classes, decided as the control group and the experimental group, were the same in number, gender, background, listening anxiety as well as the listening comprehension ability. The control group was treated with the traditional mode of teaching listening: Students listened and wrote down their answers; the teacher gave answers and explanations. The experimental group was treated with the mode of cooperative learning: After students finished their listening practices, they exchanged notes and discussed answers by themselves. The initial fifteen minutes in every English class were employed to process the learning of cooperative learning four times a week. After twelve weeks, students in the two groups took the post-test of Foreign Language Listening Anxiety Scale and the listening comprehension test issued by Nan I Book Enterprise. Both instruments were measured by an independent-samples t-test. The result showed that the significant differences were attained in the listening anxiety. Nevertheless, the significant differences were not attained in the listening comprehension ability though the average score of the experimental group was higher than that of the control group. Besides, the qualitative data from the questionnaire also sustain the quantitative results. Hopefully, this study can serve as a reference for those teachers who would like to teach English listening comprehension by the mode of cooperative learning. Eventually, the researcher provided some directions to follow and some awkward situations to avoid for future studies based on the experimental process and results in this study.