An Application Study Of Cooperative-experiential Teaching Model In Senior High School English Writing Instruction

English writing reflects learners’ language comprehensive ability and it plays an important part in English learning.However,according to the survey results,senior high school students are full of fear and anxiety in English writing.They are not interested in writing and regard it as a tiring task.Their writing ability is obviously insufficient.While teachers are also confused about how to improve students’ writing ability through writing teaching.Thus,this study applies cooperative-experiential teaching model to the senior high school English writing teaching,and proposes two following research questions:(1)Does cooperative-experiential teaching model effective in reducing senior high school students’ English writing anxiety?(2)Does cooperative-experiential teaching model more conducive to improve senior high school students’ English writing ability(Seen from the aspects of vocabulary,grammar,structure)?This study takes 112 senior high school students as research subjects and conducts an application study over 12 weeks(6 weeks’ writing teaching and 6 weeks’ writing exercises).Before application research,this study conducts pre-test on two parallel classes to ensure that the English level of two classes is equivalent.And questionnaires are issued to investigate students’ attitudes to English writing.One class is randomly selected as the control class,and traditional writing teaching(take the product approach writing teaching as an example)is used;while the other class uses the cooperative-experiential teaching method as the experimental class.After application study,the students in the two classes are retested again to verify the effect of cooperative-experiential teaching model.Only experimental class is given the questionnaire again to investigate the change of students’ attitude towards writing.Meanwhile,15 students are randomly selected from the experimental class for interview.This study verifies the actual teaching effect of cooperative-experiential teaching model by combining qualitative and quantitative analysis.The data collected in this experiment include two questionnaires before test and after test,students’ writing scores before test and after test,interviews.By analyzing the collected data quantitatively and qualitatively,the results show that: 1)More than 70% of students confirm that cooperative-experiential teaching method can greatly reduce students’ writing anxiety and arose their interest in English writing effectively;2)Cooperative-experiential teaching method can effectively improve students’ writing ability especially in the part of vocabulary use and discourse structure ability.The interviews result again show that cooperative-experiential teaching this new teaching model can effectively help students enjoy the writing process,actively participate in classroom activities,and actively express their views in group discussion.Therefore,the author believes that the application of cooperativeexperiential teaching in senior high school English writing is feasible and effective.