An Empirical Study Of Group Cooperative Learning And Process Approach Applied To The Teaching Of English Writing In Senior High School

In English learning during senior high school, writing is one of the fourbasic skills requiring students to master in the new curriculum standard.Writing is an important way to reflect the students’ comprehensive abilities ofusing language, and an important goal to reach in the process of learningEnglish for senior high school students. For English writing,"Nationaluniversity entrance exam outline" requires "the students to write according thesubject. Students should be able to:1) use language knowledge effectively,that is, use of grammar and vocabulary accurately;2) use some words andsentence patterns to convey information and express themselves clearly andcoherently." So students should be able to write a100-word essay accordingto the information given in the subject and using learned words, phrases,sentences, and appropriate connections. The article should be smooth andnatural, and express the meaning of the subject accurately and clearly.However, the present situation of senior English writing teaching in China isnot optimistic, because the students’ writing abilities are poor, and thestudents’ performance in the writing part does not meet the requirements. Soboth teachers and students are in the dark for writing. English teachers are in urgent need of seeking effective teaching methods to improve students’writing abilities.Furthermore, this paper aims to explore the combination of the groupcooperative learning and process approach to be used in English writingteaching in senior high school. Under the guidance of the theories in thecooperative learning and process approach and English writing, the authoruses the high school students of the third grade as the samples to start aone-term-long writing teaching experiment. The author carries out the writingteaching experiment in the experimental classes using the method ofcombining group cooperative learning and process approach. As is describedin chapter three, the experiment mainly includes preparations, the design andpurposes, process and materials and results of the experiment and some otherthings relevant. Through the test before the experiment, the author knows thewriting level of the students in the two classes participating in the experiment(using the average of all the students as reference data). These preparationsare made to prove whether the students’ writing level is improved after theexperiment at the end of the experiment. The experimental results are asfollows:(1) The experiment is carried out according to the theories about groupcooperative learning and process approach. And through the experiment, theauthor proves that the combination of group cooperative learning and processapproach can effectively improve students’writing proficiency. (2) At the same time the experiment proves that use of group cooperativelearning and process approach can greatly arouse the students’ enthusiasm inwriting, and stimulate the students’ interests in writing, and enable students toactively participate in the process of writing, in which the students finish thewriting tasks according to the teacher’s instructions, and cooperate andexchange with the students of the same group, which makes students enhancetheir confidence, reduces the anxiety.(3) When using process approach, the design, collecting materials andmodification and feedbacks embody the teaching concept of groupcooperative learning, so that the students in a team can realize that writingprocess is a kind of inter group communicative activities. The encourage, helpand cooperation between the students and the democratic and harmoniousatmosphere of cooperation between teachers and students lay a goodfoundation for the writing teaching.Thus, the combination of group cooperative learning and processapproach is worthy to be popularized and applied in middle school Englishwriting teaching. In the collaborative writing process, the students’awarenessof cooperation is enhanced, and their writing interests are also greatlyincreased, and their abilities of writing are improved.