An Empirical Research On Group Cooperation For English Continuation Writing In High School

Group cooperation is a team or a group organized according to students’ different abilities and interests to complete learning tasks together.Group cooperation has been studied for a long time both at home and abroad.There are many researches on its function,grouping rules and its influence on writing.The research shows that students can make full use of their advantages,learn a lot from each other,acquire knowledge,promote their thinking ability and produce their creativity in group activities.English Learning Activity Outlook refers to a series of English learning activities which reflect the characteristics of comprehensiveness,relevance and practicality through learning comprehension,application practice,transformation and creation based on the guidance of a theme.Group cooperation,based on the guidance of English Learning Activity Outlook,can improve students’ learning motivation and their writing ability.According to the second language acquisition theory,Wang Chuming(2012)first proposes Continuation Writing,which is regarded as an effective method to improve writing ability.In the process of Continuation Writing,it is actually a combination of reading and writing,as well as a combination of imitation and creation,during which students’ language ability can be improved.Continuation Writing means that the ending part of a reading material is removed and students will complete the article after reading the materials,with the directions given.Wang Chuming and Wang Min(2014)believe that there is an alignment effect in Continuation Writing,which can be manifested in the alignment between the understanding input of reading the raw materials and the language output of completing the article.This study is to verify the influence of group cooperation in Continuation Writing of the high school students,aiming to improve their interests and ability in Continuation Writing,based on the Alignment theory,Input and Output hypothesis.The subjects of this empirical study are two parallel classes in grade three of senior high school,namely experimental class of class 16 and control class of class 15.The experimental class received group cooperation teaching,while the control class only received conventional teaching.Before and after the experiment,two classes were sent out questionnaires,Continuation Writing tests and interviews.The null hypotheses of the study are as follows.1.Group cooperation can improve students’ attitudes towards Continuation Writing.2.Group cooperation can enhance students’ writing ability of Continuation Writing.Through the analysis of the results of questionnaires,it is found that the students who accept group cooperation can effectively improve their interests and confidence in Continuation Writing and enhance their writing ability.Through the analysis of the results of the Continuation Writing tests,it is found that compared with the students who do not accept the group cooperation,the students who accept the group cooperation can improve their writing ability,especially in the language and the structure.It is also found that the results of the interviews are similar to those of the questionnaires.The students realized the importance of group cooperation in developing the writing ability of Continuation Writing and apply group cooperation to Continuation Writing.