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

Posted on:2014-12-14Degree:MasterType:Thesis
Country:ChinaCandidate:Z M LiuFull Text:PDF
GTID:2267330425967460Subject:Subject teaching
Abstract/Summary:PDF Full Text Request
Since English has been widely used as an international language, English writing has become an increasingly important communicative way in which people exchange information and express their thoughts and feelings. Therefore, the New English Curriculum Standard points out that in English teaching, the contents and forms of listening, speaking, reading and writing should be close to the real world as much as possible in authentic communicative interaction and in task-based activities. However, English writing in senior high school has been long inefficient and not so satisfactory. Thus, it is necessary to reform traditional ways of English teaching in writing in senior high school. Based on the belief that Cooperative Learning is more effective than traditional approaches in English classroom writing, this study aims to adopt cooperative writing for further confirmation that Cooperative Learning is more effective in teaching English in writing in senior high school ESL classroom.The thesis begins with a general background and the significance of the present study, analyses the definitions of cooperative learning made by scholars both at home and abroad in different periods and concludes the common connotation of these different definitions, and the main characteristics of cooperative learning as a teaching strategy. Cooperative Learning, as a teaching theory and strategy way of learning got a rapid development in the1970s, thereafter, it came into being different schools and correspondent teaching approaches. The basic concept and theoretical basis of Cooperative Learning are closely related to motivation theory, control theory, social interdependence theory and the development of the theory of social cohesion. Its implementing strategies points out the direction for the practical application of the cooperative learning method. And now there are still some puzzling problems confronting us in senior English classroom writing. An attempt to solve some of the problems brings forth the teaching experiment, guided by cooperative learning strategy, on senior English classroom writing. The experiment takes as its subject two parallel classes in senior one, and is designed to, through a comparative teaching lasting a period of one term, verify the effectiveness of Cooperative Learning, applied to improving the senior English writing classroom instruction. And above all, the experiment provides a referable case for any further study in this particular area.
Keywords/Search Tags:senior English writing, cooperative learning, group writing
PDF Full Text Request
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