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The Influence Of Cooperative Learning On Senior High School Students’ English Writing

Posted on:2016-01-22Degree:MasterType:Thesis
Country:ChinaCandidate:H Y LuoFull Text:PDF
GTID:2297330470485295Subject:Subject teaching
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In the field of English teaching, cooperative learning, a key learning method, has already been well-received worldwide. Cooperative Learning encourages the combination of students’ independent learning and teamwork, which lays emphasis on student-student interaction, requiring every student’s great effort. It is in the form of group work that the students accomplish a common goal. Besides, Low efficiency in writing has long been a big barrier to the improvement of students’ English learning as well as a big problem in the process of English teaching. Based on cooperative learning theory, this study applies cooperative learning to English writing teaching in order to prove the feasibility and validity of the teaching approach in senior high schools.In view of the problems existing in writing teaching of senior high middle school, the study adopts action research approach to conduct experiments to explore whether cooperative learning will improve students’ writing ability and whether it can stimulate their interest in writing. The subjects involved in the study are the teachers and students from a key senior high school in Jiangsu Province. The experimental process lasts one semester, consisting of the following parts:first, have a good knowledge of the current situation in writing teaching in senior high middle school by questionnaire papers; second, read related theories, consult the experts and my colleagues and then work out the action plan, which tries to combine cooperative learning with process writing, and consists of some learning methods, such as learning together, academic arguments, comprehensive reading and writing, and team communication; thirdly, analyze the experimental results.The major findings are as follows:first, Cooperative learning writing model turns out to have improved students’ writing competence and scores in English tests; second, the new writing teaching mode creates the relaxed atmosphere in class, activates students’ inner motivation to write and provides them more chances to practice writing, thus strengthening students’ awareness of cooperation and teamwork.This study mainly emphasizes that cooperative learning is helpful to writing and reduces students’ anxiety in writing. In the meanwhile, teachers should adopt proper strategies according to the writing materials. Any sort of pseudo-cooperation has to be rooted out.
Keywords/Search Tags:High school English writing teaching, cooperative learning, process writing approach
PDF Full Text Request
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