Application Of Cooperative Writing In Senior One English Writing Teaching

Writing is an important part in English learning. However, in China, we always do not attach much weight to English writing in our school education. Thus, many serious problems exist in the current teaching of English writing. Cooperative learning is a creative and effective teaching theory and strategy, which started in the United States of America in the 1970s and made practical improvement in the mid of 1970s and 1980s.It is called the most needed and successful teaching revolution in the latest 10 years. It requires that teaching must be student--centered and group activities should be the basic teaching form, which enables students to develop their initiative and motivation to meet their needs of personal potential ability.Based on the belief that cooperative teaming is more effective than traditional approaches in English writing classroom, this study was designed to adopt group cooperative writing for a further confirmation that cooperative learning is more effective in teaching English writing in Chinese middle school.This paper is composed of six chapters:The first chapter consists of three parts. The first part shows the importance of English writing, then followed by the problems exsisted in English writing teaching in senior middle schools., finally followed by the purpose and significance of the study.The second chapter is literature review. The definition, the elements and importance of cooperative learning are introduced. At the same time, studies of cooperative learning at home and abroad are also stated.The third chapter introduces the theoretical framework of cooperative learning including four major theoretical theories of cooperative learning and the process approach.Chapter Four provides us with a methodology. It includes the experiment and the questionnaire. In the experiment, two different methods were used meaning traditional teaching method and group cooperative writing teaching method to two senior one classes in their English writing in TUMOTE Middle School. A pre-test mid-test and post-test were carried out in the experimental class and the comparative class. Before and after the experiment a questionnaire was given to the students in the two classes. Then data analysis was used to the collected data.The fifth concerns itself with the analysis and discussion about the results of the experiment.The paper ends with the sixth chapter which contains the conclusions The conclusions is clear that cooperative learning, namely group cooperative writing in this research, is more effective than traditional approaches in improving the EFL(English as a foreign language) learners' writing...