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ExplorativeResearchonTeachingwritinginSeniorHighSchoolBasedonCooperativeLearning基于合作性学习的高中英语写作教学探索性研究StatementoftheThesis•1.1BackgroundoftheResearchTheresearcherhasrealizedtheimportanceofwritingbecausewritingisaneffectivewayofinternalizingthelanguageinput.However,manyproblemsintheteachingofwritingareimpedingtheimprovementofstudents’writingachievement.(a)SomestudentshavelittleinterestsinEnglishwriting.Theythinkwritingisadifficulttask.Theyconsiderthetopicsorcontentstheyareaskedtowriteboringandtime-consumingandtheonlymotivationtowriteistofulfilltheteacher’srequirementsortopassthenationalcollegeentranceexamination.(b)Thereisnologicinexpressinexpressingtheirideas.Whilewriting,theyhavetothinkabouttheChinesewordsfirstandthentranslatethemintoEnglishwhentheyfindithardtoexpressthemselves.Sotheirwritingproductisfarfromsatisfactory.(c)Therearemistakesaboutspelling,punctuation,capitalization,andbasicgrammar.Whenacompositioniscompleted,fewstudentswouldliketogooveritagainandreeditit.Iftheirwritingsareproofreadandrevisedcarefully,suchmistakescouldbedetectedandcorrectedbythemselves.•Lastbutnotleastthestudentsdon’tpayattentiontothefeedbackfromtheteacher.Althoughtheteacherspendalotoftimeandenergyoncorrectingthestudents’composition,studentsseldompayattentiontothemistakesandthecomments.Theyonlycareaboutthegrades.Asaresult,thesamemistakesappearintheircompositionsagainandagain.Thus,theteacher’hardworkandenergyareunrewarded.•Whyapplycooperativelearningtoteachingwriting?TheNewEnglishCurriculumCriteria(2003)advocatesexperience,practice,participation,cooperativeandcommunicativelearningstyleandtask-orientedapproachbasedonthelearners’interest,lifeexperienceandcognitivelevel,aimingatdevelopingcomprehensivelearningability.Cooperativelearning,withitssolidtheoreticalbasisandsuccessfulpracticehasbecomeoneofthemostfocusedareasinthefieldofeducationathomeandabroad.Therefore,theresearcherattemptstoexploreanapplicationofcooperativelearningtoEnglishwritingclassandseekswhateffectscooperativelearninghaveonEnglishwritingachievementsofthestudents.2PurposeoftheStudy•First,thestudyattemptstoassesstheeffectsofcooperativelearninginEnglishwritingclassroomexploringsomewritingactivitiesbyapplyingcooperativelearningapproaches•Second,Thestudyistoevaluatetheimpactofcooperativelearningonstudents’achievementinwritingandattitudestowardswriting.•Third,ByexploringthetheoriesofcooperativelearningappliedinEnglishwriting.3.Significanceofthestudy1)Itcanhelpstimulatethestudents’interestinwriting.2)Itcanimprovethestudents’writingachievement.3)ItcanincreasethecomprehensivecompetenceinEnglishforthestudents.4)Someimplicationsandsuggestionswillbegivenforthefurtherstudy.3.StructureoftheThesis•ChapterⅠIntroductionTheresearchbackground,purposeandsignificancearepresentedinthischapter.•ChapterⅡLiteratureReviewItincludesthedefinitions,basicelementsofcooperativelearning,sometypicalmethods,thestudiesoncooperativelearningandEnglishwritingresearchathomeandabroad.•ChapterⅢResearchDesignTheresearchprocedurewithateachingcase.•ChapterⅣDataAnalysisandDiscussionTheresultsarepresentedanddiscussed.•ChapterⅤConclusionofResearchSomelimitationsandsuggestionsareputforward.ChapterⅡLiteraturereview•2.1CooperativeLearning2.1.1Definitionofcooperativelearning.2.1.2Fiveessentialcomponents1)positiveinterdepence2)face-to-faceinteraction3)individualaccountability4)socialskills5)groupprocessing2.1.3theoreticalbasisofcooperativelearning•Constructivism•Zoneofproximaldevelopmenttheory•Motivationtheory•Theoryofmultipleintelligences2.1.4typicalcooperativelearningmethods1)Studentteamachievementdivisions(STAD)2)Cooperativeintegratedreadingandcomposition(CIRC)3)Groupintestigation(GD)4)Learningtogether(LT)5)Jigsaw•2.2Applicationofcooperativelearningtowriting2.2.1cooperativelearningandlanguagelearning1)theinputhypothesis(Krashen&Terrel,1983)2)theoutputhypothesis(Swain,1985)3)theinteractionhypothesis(Friend,&Cook,1996)4)Socialculturaltheory(Vygotsky,1978)2.2.2ResearchathomeandabroadResearchesconductedinthepastdecadeshaveshownpositiveeffectonacademicachievement,creatactivelearningenvironment,develophigherefficiencyandcriticalthinkingskills,andmakelearnermuchmoreconfident.ChapterⅢResearchDesignThestudyaimstoaddressthefollowingtwoquestions:3.1Researchquestions1)Doescooperativewritingapproachproducepositiveimpactonthestudents’achievementinwriting?Ifso,whateffectcanithaveonthethreefeaturesofwriting:language,contentandorganization?2)Doescooperativewritingapproachhelpchangethestudents’attitudestowardswritingafteritsimplementationforasemester?3.2Subjects:96studentsinPuningNo.1seniorhighschool3.3Researchinstruments1)pretestandposttest(toanalysetheresults)2)questionnair(toinvestigatethestudents’attitutes)3)observation(toprovideevidencefortheresearch)3.4ResearchProcedure3.4.1preparationsforCooperativewritingteaching1)groupingDivision2)cooperativeskillneeded3.4.2threephasesofcooperativewritingactivity1)Pre-writingphase*introductionofwritingcontentandrequirment.Brainstorm-discussion-outlining2)Composingphase*writingtogetherorrela