The Application Of Collaborative Learning To The Teaching Of Writing In Junior High School

Listening, speaking, reading and writing are four important skills in junior high school. Writing is of great importance of all the abilities.The students writing ability can directly reflect the learner’s language proficiency.The English writing is also important in junior high school,however,it didn’t get enough attention. Nowadays,most teachers teach writing in a traditional way,the teachers teach them how to write and give the writing topic and ask students to write in class and the teachers correct the papers after class.But this kind of teaching cares too much about the result,not the process.the teacher is the main center,students don’t have many chances to communicate with others.Teachers spend too much time in writing,but the class efficiency is low,the students can’t improve quickly and the teachers become disappointed in teaching writing;on the other side,students are not interested in the traditional teaching of writing because they think it’s boring and then become more negative about writing.The New Standard of English Curriculum indicates the teachers should cultivate students’comprehensive ability and change the traditional teaching method,improve teachers’teaching behavior and advocate teachers try to use self-inquiry learning and collaborative learning in class.In order to improve the current teaching of writing status in junior high school,the author try to use collaborative learning in the teaching of writing class.The participants of the experiment consists of 87 students in Class 1 and Class 4,Grade 1 of Mongolia Junior High School.The study attempts to answer the following problems:1.How does Collaborative teaching of writing affect students’writing quality? 2.How does Collaborative teaching of writing affect students’attitude about writing? 3.How does Collaborative teaching of writing affect students’writing strategies? The author applied the Collaborative learning to the teaching of English writing in the experiment class for a semester. During the study, the author collected related data by means of two writing tests and two questionnaires.The data is analyzed through descriptive statistics as well as inference statistics which include paired-samples t-test and independent samples t-test.And the research tool is statistical software package for the social science SPSS 16.0 which is used extensively in teaching research of foreign language. We can get the conclusion:Through using collaborative teaching of writing in junior high school which is effectively in sentence and grammar aspects. Compared with the control class,Collaborative learning can make the class more lively and make students more interested in English writing.The result of the research shows that using Collaborative teaching of writing in junior high school is effective and it can help students improve their writing ability.The author hopes that the conclusions of this study can provide reference for further teaching.The thesis is divided into five chapters:The First Chapter is about the background and the purpose and meaning of the research. The Second Chapter covers the theoretical bases of Collaborative learning in teaching of writing and the situation of Collaborative learning in teaching of writing in China and abroad,The Third Chapter is about Methodology. It mainly talks about the process of the experiment.The Fourth Chapter is data analysis and discussion.The research tool is statistical software package for the social science SPSS 16.0 and the data is analyzed through descriptive statistics as well as inference statistics which include paired-samples t-test and independent samples t-test.The Fifth Chapter is Conclusion and reflection,The result of the research shows that using Collaborative teaching of writing in junior high school is effective and it can help students improve their writing ability.