A Study On Cooperative Learning In The Teaching Of English Writing In Senior Middle School

The article refers to cooperative learning in the teaching of English Writing in Senior Middle School. Cooperative learning was a teaching theory and method advocated by American Slavin,Johnson in the 1970s.Cooperative learning is a teaching strategy mainly in the form of group activity.It emphasizes "student centered" and thinks cooperative learning is an active process.In Cooperative classroom,the teacher acts as director,cooperator,helper and tries to enhance teacher-student and student-student interactions.So it can reduce the students' pressure and activate students to finish assignments.The study attempts to carry out an experiment on the teaching of English writing in Senior 2 of Dongfeng Middle School.The period of the study is a semester.The article is divided into six chapters.Chapter one is introduction.The chapter introduces the difficulty for students and the problems in the teaching of English writing that English teachers in our country have paid too much attention to the writing pro&rots,ignoring the writing process.And the chapter also introduces the purpose,significance of the study.and ESL writing.Chapter two is Review of Related Literature.The chapter introduces the study of the cooperative learning in English writing abroad and at home It mainly states that predecessors studied "the writing process",advocating students to cooperate,interact and help each other in writing and thinking that writing is a process of cooperation,but not individual behavior Chapter three is Rationale.The study is based on Cooperative learning theory,constmctivist theory,Vygotsky's concept of the zone of proximal development,Krashen's lnput hypothesis in Second Language Acquisition.Chapter four is experimental study.The study attempts to test and verify whether there are effects on improving students' English writing by cooperative learning in Senior2 of Dong feng Middle School in JiuQuan Satellite Center.The experiment is carried out by comparing the differences in English writing levels between controlled class and experimental class.In the experimental class,the author uses the method of cooperative learning.Cooperative learning procedures are taken as follows:brainstorming and discussing in order to motivate students' thinking.The students discuss the questions the teacher asks and then write the first drafts.After peer correcting,the students write the second drafts.After peer correcting again,the students write the final drafts.Finally the peers and the teacher give evaluations.Chapter five is Statistical Analysis. SPSS 11.0 software package is used to do statistic and T test.The means of CCPOST and ECPOST show that EC has got the higher scores in the posttest English Writing than CC and also made greater progress in the posttest English writing than the CC.Chapter six is Conclusion,Limitation and Implication The results show the experimental class yielded better results Cooperative learning creates an environment where the students can complete their tasks happily.and they can learn from each other,So a conclusion is drawn,from the study.Cooperative learning has great effects on raising the students' English writing scores in the teaching of English writing.Although the experiment yielded a promising result,there are still some limitations.Owing to the limitation on the study,the study must.be constr-ained.It lasted one semester.If the time of the study had been longer,the results would be even more effective.If the number of the students in our school were larger,the result might become more precise.