Research On The Application Of Cooperative Learning To English Writing Teaching In Senior High School

Writing is a communication skill that transmits information in written language.Students’ language skills and literary attainments are reflected comprehensively by it.In the reform of current foreign language teaching,it has been emphasized to change the phenomenon of “deaf and dumb English”.However,the phenomenon of “illiterate English” cannot be ignored at the same time.The traditional way of teaching English writing in senior high school is mainly through the mode of practice,ignoring the dynamic,development and integrity of the students during writing.Therefore,students do not have much interest in English writing and it then hinders the improvement of their writing skills.Cooperative Learning(CL)is known in the organization as the background of a class teaching system.In classroom teaching,teachers guide group members to cooperate through enhancing their group consciousness,stimulating individual learning motivation and improving their creative thinking process to achieve their learning goals together.Our country has not yet formed a systemic operation mode of English writing into teaching in senior high school.Therefore,combined with“interactive” writing training methods,advocated by the Communicative Language Teaching(CLT),this thesis attempts to apply CL to English writing teaching in senior high school to explore the influence it has on the students’ writing interests and achievements.It aims at solving two research questions:1.Can the application of Cooperative Learning increase students’ interest in English writing?2.Can the application of Cooperative Learning efficiently improve students’ English writing scores?This research was conducted in two parallel classes of the No.1 Senior High School in Da’an city,Jilin province,from September to December 2017.The experiment lasted for fourteen weeks.Two classes(class 5 and class 9)were divided into the control classes(CC),in which there were 58 students,and the experimental class(EC),in which there were 59 students.The EC applied CL to English writing teaching,while the CC still applied the traditional teaching method of English writing.The whole experiment was conducted by quantitative analysis(questionnaire and test)and qualitative analysis(interview).By using the SPSS 23.0 to count and analyze the experimental data,the comparing results show the students’ interest in English writing before and after questionnaire have a significant change.The students’ interest in English writing has increased.Furthermore,through the analysis of pre-test and post-test,the application of CL could effectively improve students’ English writing performance.The results show that the application of CL is a breakthrough in the reform of writing teaching,and it is hoped that it will have some implications for further research.