A Study Of The Application Of Cooperative Learning Approach In Senior High School English Writing Teaching

In English teaching and learning,the cultivation of writing ability has been concerned by many researchers.According to the requirements of high school English teaching,students should be able to clearly and consistently transmit composition information and effectively use the language they learn to write in English.However,traditional teaching pays too much attention to the language itself,such as word spelling,vocabulary application,grammar and so on,and even trains the students with some fixed writing templates,ignoring the content.Consequently,when the students are required to write,they will have no idea how to start,and thus feel frustrated and anxious.The cooperative learning model could create a more relaxing learning environment for the English writing,in which the students are encouraged to actively participate in writing activities and communicate with each other and consciously allowed to express more ideas,expand their thinking,grasp more content.It will help the students a lot in their English writing.The purpose of this study is to put forward a teaching method of writing teaching through the applied study of cooperative learning in teaching,and to explore the practical ways of cooperative learning in reducing the anxiety in writing and improving writing achievement.In this study,two classes in the second grade of the Experimental Middle School in Yan’an City were selected as the research subjects.And cooperative learning had been applied to high school English writing teaching.The experiment mainly answers the following two questions: The first is whether cooperative learning can reduce anxiety of English writing for the senior high school students;the second is whether cooperative learning can effectively improve high school students in their English achievement.Questionnaires,interview and test questions were tools used to analyze and discuss senior high school students’ anxiety in English writing and English writing achievement,to see if cooperative learning was effective.The study covers three stages: the first stage,the two classes simultaneously conduct questionnaire surveys and pre-testing of the writing achievement;the second experimental stage,the control class conducts the normal teaching model,and the experimental class conducts the cooperative learning in the English writing class;the third stage,the post-testing of the writing achievement and questionnaire the same as the former questionnaire were conducted.Through the experiment and the analysis,the results show that cooperative learning create a relaxing learning atmosphere for students,and encourage them to participate in discussions,learn from each other,make progresses together in the process,thus it can reduce students’ anxiety in English writing,help effectively improve the senior high school students’ English writing achievement and promote the development of students’ thinking ability.This study verifies the effectiveness of cooperative learning in senior high school English writing teaching.