| With the development of society, learning English well becomes more and more necessary and important. Also, it brings challenge to the junior high school English teaching. As is well known, among the different aspects of English learning, writing plays an important role, so, students and teachers begin to pay more attention to it. However, students, especially junior high school students have great difficulty in developing writing in terms of both content and structure. This is caused by the traditional approach to writing. As a result, there remain many problems in English writing. The aim of the thesis is to discuss and analyze how to improve students’ writing skills by using cooperative learning under the guidance of the Process-writing approach.There are five chapters in the thesis. Chapter I gives a brief introduction on the research and the background of the study. Chapter II offers the literature review that provides theoretical support for the thesis. Chapter III, an experiment was carried out to prove that cooperative learning is effective in English writing teaching in junior high school. Chapter IV provides the results and data analysis. Chapter V is a conclusion of the whole thesis.The experiment is carried in Laiyuan, Shangzhuang Middle School, in Baoding city, Hebei Province. The experiment lasts four months. 86 students in Grade 8 are the subjects, 42 students in Class 1 are the experimental group, 44 students in Class 2 are the control group. The students of the two classes use the same materials and test questions, taught by the same teacher, the difference is: experimental class uses the cooperative teaching mode, control class uses the traditional teaching mode. The instruments of the experiment are: questionnaire, pre-test, post-test and interview. Based on the data collected from the experiment, the research shows that cooperative learning is helpful for improving students’ writing skills. |
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