The Application Of Cooperative Language Learning To English Writing Teaching In Senior High School

Senior high school is an important stage of cultivating students' English language ability.Learning in senior high school can not only help students consolidate the language foundation of primary and secondary schools,but also make students prepare for better adaptation to college learning.Writing is a kind of communication way to transmit information in written language,which can fully demonstrate students' language skills.Therefore,writing is regarded as one of the most important standards to measure students' English ability.In senior high school English teaching,teachers and students begin to realize the necessity of writing a good composition,but due to the disadvantages of traditional English writing teaching mode,English writing has always been a weak point of senior high school English teaching,and the teaching effect is not ideal.In this context,there is an urgent need for a new teaching method to reform and innovate.Today,with the implementation of quality education and balanced development,language teaching has shifted from teacher-centered to student-centered,from knowledge transferring to student participation and ability development.In this process,cooperative language learning has been more and more widely used.Cooperative language learning regards English writing as a dynamic communicative process,in which teaching and learning are unified,and both teachers and students are participants in teaching activities.This is conducive to creating a good learning environment,enabling learners to get more comprehensible input,and also providing similar language output to other learners.Some scholars at home and abroad have studied cooperative language learning,but previous studies have paid more attention to its application in English reading class or college English class,and less attention to high school English writing.In addition,previous studies have rarely explored the specific impact of cooperative language learning on students in senior high school.This study attempts to apply cooperative language learning to senior high school English writing teaching to explore its impact on students' writing attitudes and level,and accordingly propose the following two research questions:(1)What changes have taken place in senior high school students' attitudes towards English writing after the application of cooperative language learning ?(2)In what aspects does cooperative language learning affect senior high school students' English writing level?This study adopts experimental research method,questionnaire survey method and some other scientific research methods to verify the positive role of cooperative language learning in senior high school English writing teaching.The author selects 114 students from two parallel classes in the second grade of a senior high school in Zhenping County,Henan Province as the research subjects.Among which class 5 is the experimental class,and cooperative language learning is used for English writing teaching;class 6 is the control class,and traditional writing teaching mode is used.Through four months of teaching experiment,the research shows that:(1)Cooperative language learning can help increase students' interest in writing and improve their attitudes towards English writing.The results indicate that the students in experimental class have a more positive attitude towards writing than before;(2)After applying the cooperative language learning,the writing level of the students in experimental class has been positively affected,which is mainly reflected in three aspects: the contents and key points,the quantity and accuracy of applied vocabularies and grammatical structures,and the coherence of context.Therefore,it is effective and necessary to use cooperative language learning in senior high school.