An Empirical Study Of The English Topic Reading And Writing Based On Cooperative Learning

It is very important for learning English well to proficiently master these four basic skills,listening,speaking,reading and writing.Writing is an important output form of English learning,but in the process of actual English teaching,writing teaching tends to be overlooked.Because,in actual English teaching,teachers usually take a dull and simple teaching method,students gradually lose interest in English writing.For a long time,some students even have negative emotions in English writing,which leads to the decline of the ability in English writing and the low grades in English writing.Therefore,in view of this situation,this paper tries to answer the following two questions by empirically researching under the condition of emphasizing input and combining reading and writing,taking the topic as guide and taking the mode of cooperative learning.1)exploring the topic of cooperative learning in English,can reading and writing lessons inspire students' writing interest? 2)to explore the application of cooperative learning in English reading and writing lessons,can improve students' writing grades?Based on the cooperative learning theory,input hypothesis theory and output hypothesis theory,taking the combination of reading and writing in the junior middle school students' English writing as an example,taking the students of the Grade three,Class Five from Tianxingqiao Middle School in Chongqing as Example,conduct English writing teaching experiment.Before and after the experiment course was carried out,the students' interest in English writing was investigated by means of questionnaire.In the experiment,the researcher compared whether the students are more active and positive in the English writing class with participatory classroom observation performance.Inthis experiment,the researcher conducted a total of three English writing experiment classes,guided by unit topics in the textbooks.After the conclusion of a unit of teaching,students conducted unit tests,including completing a writing related to the topic of the unit.According to Chongqing senior high school entrance examination in English writing grading standards,researcher modifies student essay and collects writing grades,as a pre-test scores.Later,in English writing experiment,before the class the researcher provides students reading materials with relevant topics in English.Based on the reading materials,researcher asks questions for students to discuss in a group-by-group manner with student representatives presenting the results of their discussions.Finally,the student will complete the writing in class,and the researcher revises the student's English essay using the same criteria and collect their grades as post-test results.The experimental results show that: 1)The application of cooperative learning in English topic literacy classes can improve students' interest in English writing;2)The application of cooperative learning in English topic literacy classes can improve students' English writing grades.Therefore,in our current English writing teaching,we should pay attention to the teaching of English writing,make reasonable use of the language learning strategy of cooperative learning,improve students' interest in English writing,activate the English writing class atmosphere,and activate students' English writing enthusiasm and initiative,and increase the number and quality of students' English reading input,give full play to help students efficiently write in English,improve students' English writing,and promote students' second language acquisition.