Application Of Cooperative Language Learning To Junior High School English Writing Teaching

The National English Curriculum regards training the students' integrating skills of using English as the final goal in the process of cooperative learning, advocating that the learning through practice, participation, experience, communication and cooperation which is of great help for students' personal development. It also reestimates the value and of evaluating the students' achievements. Cooperative Learning proposes the student-centred learning. It urges the students carry out their learning activities in groups. This helps the students to improve their enthusiasm for learning English, so as to stimulate the students' potentiality, and strengthen the students'collective sense of honor, increase the efficiency of English teaching.Grade One in junior high school is the starting grade of middle school. If the students get the solid base of learning English and develop the good habit and method of learning English, it will be very helpful for the students to learn English well. The thesis intends to testify the efficiency of classroom teaching writing through classroom experiment with cooperative learning. It first discusses why the researcher chooses the topic to do the research. In Literature Review it introduces the background and development of Cooperative Learning, definition and elements of Cooperative Learning, the theoretical basis of Cooperative Learning, it summarizes the requirements on English writing by the New National English Curriculum. And then the author of the thesis makes a detailed overview on Cooperative Learning abroad and in China. In Research Design the thesis describes the experimental study of cooperative learning in Grade One of junior high school English writing. The author chooses two classes, including one class treated as the experimental class and the other treated the control class. Before the experiment, the researcher makes sure that there are no obvious differences between the experimental class and the control class through the pre-test and pre-questionnaire. During the experimental process, the experimental class is taught by using cooperative learning and the control class is taught by using the traditional method. After the experiment, the researcher makes analysis about the collected data from post-questionnaire, interview and post-test and get the conclusion. The experiment proves that English writing teaching by using cooperative learning can improve the students' English writing abilities and enhance their enthusiasm of learning English with the help of cooperative learning.The results shows that English writing teaching with cooperative learning can not only increase the students' academic performance but also motivate the students to learn from and appreciate each other. Finally the researcher gives the conclusion, in which the effectiveness of cooperative learning is further stressed, the limitations and suggestions are also offered in this part.