A Study On How To Alleviate English Writing Anxiety Of High School Students By "Cooperative Learning Method"

This paper mainly concerns the measurement of English writing anxiety and the new teaching strategies to reduce the anxiety for the high school students.Based on these research, the author tries adopting the new mode "cooperative learning method" into the actual teaching practice to check if this mode is beneficial for the improvement of writing anxiety. This study is based on quantitative research and the questionnaires are designed to collect the data and perception of the students.There is a in-depth analysis on the writing anxiety before the related measures and strategies taken to relieve it. The paper presents the origin of the anxiety when the high school students have their writing as well as the factors which contributes to increase the anxiety:restriction of English using ability, accumulation of unpleasant writing experience, insufficient practice, arrangement of the class, lack of confidence and some other factors. Based on the "Second Language Writing Anxiety Inventory"(SLWAI) in the present documentation, the "High School English Writing Anxiety Inventory" is designed in this paper on which there are some questionnaire items which should be answered by the students. On basis of the anxiety index and importance degree of them, the anxiety index which should be paid much attention are presented in this paper. Among the first level anxiety factors(writing plot anxiety, writing process anxiety, writing feedback anxiety and writing evading anxiety), the writing plot anxiety and writing evading anxiety are the main anxiety factors.Furthermore, the collaborative learning mode and the exact teaching strategies on reducing the anxiety are provided. The paper brings forward the whole frame of cooperative writing which includes:the cooperative writing task, the organization of the cooperative writing process, the interactive skills and interactive monitoring during the cooperative writings as well as the assessment during the group cooperation. On basis of MAI (Major Anxiety Index), the author applies the cooperative English writing methods into the actual teaching and gives the accurate description of the process in which the high school students perform. The author chooses a class as the test subject to see if the method really helps to alleviate the anxiety of the high school students. The result is also analyzed in the text.