A Study Of The Effect Of Group Cooperative Learning On English Writing For Students With Different CognitiveStyles In Junior High School

The English writing plays an important role among the four fundamental skills which are listening, speaking, reading and writing and it is one of professional scholar’s research fields. However, the English writing teaching is a weak part of the teaching and the teaching mode of writing is still controversial. On the one hand, students do not have enough interest in learning of English writing. On the other hand, students are supposed to only finish the homework but they do not have plenty of writing training because of big class teaching. Therefore, the quality of teaching writing can not be significantly improved.The cooperative learning originated from America in 1970s, and it has been rapid development in the mid-1970s to the mid-1980s. The Group Cooperative Learning Method is one of the most successful learning methods in the past 20 years, the students are the real center in class. It could conduce to motivate the students’ enthusiasm in communication and cooperation. It also benefits to improve the students’interest in learning English. The notion believes that if teachers divided students into different groups, and let students learn English writing with Group Cooperative Learning, there will be a substantial change which compared with traditional English writing teaching. The study will focus on a range of issues whether the Group Cooperative Learning could affect the English writing in junior school and whether the group cooperative learning method can help the different cognitive styles of students improved in English writing And then the author combines the Group Cooperative Learning with the English writing and makes an empirical research to discuss them.The objects of this study are 80 students in two parallel classes (one experimental class and one comparative class) in Cui Yuan Junior School in Hang Zhou. The research process lasts four months. The author chooses the educational experiment method, test method, questionnaire method and interview method. The research questions are as following:(1)Does cooperative learning model increase students’interest in English writing?(2)Which kind of cognitive styles of students are more likely to accept the Group Cooperative Learning method?(3)Does cooperative learning model improve students’English writing ability in different ways? If does, what are their performances?By the means of the analysis of qualitative and quantitative, the research results shows that students’writing ability and their enthusiasm in classroom activities have been improved to some extend with Group Cooperative Learning for four months. Teachers have a new understanding of the Group Cooperative Learning in English writing class.There are five parts in this study. The chapter one mainly introduces the background of the study, the importance of the study and the structure of the study. The chapter two elaborates the definition of Group Cooperative Learning, field independence, field dependence, and the theoretical basis of Group Cooperative Learning and the overview of cooperative learning abroad and at home. The chapter three explains the research questions, research methods, research objects, the process of research and the data collection. The chapter four is a detailed analysis and discussion of the collected data. The chapter five is the summary of the study; it includes the main findings, the pedagogical implication, the insufficient and the reflection of the research and suggestions for the future study.