The Application Of Cooperative Learning Theories In Senior High School English Writing

Nowadays, English writing is playing a more and more important role in international communication and cooperation. However, in China, we always do not attach enough weight to English writing in our school education. Thus, many serious problems exist in the current teaching of English writing. Based on the belief that cooperative learning is more effective than traditional approaches English writing classroom, this study was designed to adopt group writing fcr a further confirmation that cooperative learning is more effective in teaching English writing in Chinese middle schools.Based on the theories of cooperative learning, this paper is an attempt to guide the students to English writing. It aims at improving students’writing competence and the effect of ELT classroom. The author of the paper has applied the theory of cooperative learning to teaching English writing in a senior high school and made a satisfactory achievement. Cooperative writing emphasizes the joint participation of the teacher and students and holds that writing activity is a dynamic, developing and integrating process. Through mutual participation and cooperation, it can establish an equal and friendly relationship between the teacher and the students. This mutually respective, trustful and cooperative relationship, in turn will create a democratic, harmonious and lively atmosphere in the classroom, which can effectively help finish the teaching activities and improve the teaching effect.This thesis deals with some theories about cooperative leaning and how to apply it to English writing teaching.A contrastive research about English writing teaching is done between two classes of Senior Grade Two.The period of the research is20weeks, aiming at providing reference to English teaching in middle schools to carry out cooperative learning.This thesis is divided into six chapters. Chapter One is Introduction. After introducing the importance of English, this chapter shows the problems existing in the teaching of English writing in China. Chapter Two is Literature Review. This chapter briefly introduces what is cooperative learning and relevant theories.Chapter Three is how we apply cooperative learning to English writing teaching. Chapter Four is Research Methodology. Procedures of this experiment are presented in details. Chapter Five is Results and Discussion. The author analyzes the result of pre-test, mid-test and post-test and two questionnaires,The results suggest that the scores of the post-test of the experimental class are significantly higher than those of the control class. The advantages of cooperative learning are also shown in this chapter. Chapter Six is Conclusion. A conclusion is drawn from the study that cooperative learning has effects on improving students’English writing. Owing to the limitations of the study、there still remain many practical problems, which call for teachers’and researchers’ attention and endeavor for further research so that more effective methods will be found out for teaching of English writing in the future.