An Experimental Study On The Effects Of Cooperative Learning On EFL Learners’ Writing Apprehension In A Junior High School

In order to make an exploration on the effects on EFL Learners’ writing apprehension in junior schools, the author conducts the study from two aspects: the empirical study of writing apprehension and the study on the effects of cooperative learning. Cooperative Learning is a kind of innovative teaching theory which started from America in 1970 s, and it has been regarded as one of the most necessary and successful teaching reforms in the last decades. Meanwhile, apprehension is one of the restrictive factors of improving students’ writing abilities. Thus, it is meaningful to a large extent to make a study on how to alleviate writing apprehension through cooperative learning, and to strengthen the confidence of students in English learning process.This study starts from the introduction of a teaching method called Processing Writing, and explains the guiding function of cooperative learning theory in English writing classes, which is based on two theories: Cognitive Development Theory and Motivation Theory. A list of the domestic and foreign researches on the application of cooperative learning in teaching English writing is conducted.This study includes an empirical research on EFL learners’ writing apprehension in a junior high school. The result of a questionnaire which is based on Second Language Writing Apprehension Inventory shows that: the overall apprehension level of junior high students’ writing apprehension is high; Writing apprehension is in a common existence among different levels of students, and the statistic relationship between writing apprehension and writing score is negative(p=0.024).For the study of the effects of cooperative learning on writing apprehension, the author also adopts the questionnaire which is based on Second Language Writing Apprehension Inventory. The results show that cooperative learning can ease writing apprehension in junior high class effectively. The comparison and analysis of the samples before and after the teaching experiment show that: cooperative learning can alleviate the overall writing apprehension, somatic writing apprehension(p<0.05) and evaluation writing apprehension(p<0.01), but have no effects on Avoidance behavior and confidence writing apprehension. The interview of 12 students who are randomly selected shows that the students’ attitude towards cooperative learning is positive.Six suggestions for junior high English writing class are drawn: Creating good cooperative learning environments; forming a reasonable cooperative learning group; cultivating the students’ cooperation consciousness and cooperation skills; organizing valuable content; guiding students to discuss effectively; elaborately designed group discussion and evaluation.