英文合作学习大学英语写作

1、合作学习在大学英语写作课堂中的应用the application of cooperative learning in college english writing class大学本科   外语学院1.引言 1.1 选题及意义 1.2 研究目的 1.3论文结构2.文献综述 2.1合作学习2.1.1合作学习的概述2.1.2 合作学习的意义2.2 写作教学 2.2.1英语写作教学的重要性 2.2.2 写作教学的存在问题2.2.3合作学习下的写作教学的意义 2.3国内外研究状况3

2、 合作学习应用到写作教学中的理论 3.1 认知理论3.2 人本理论3.3 交际理论4合作学习应用到写作教学中涉及的重要因素 4.1积极的相互依赖4.2 促进性的互相影响4.3 个体的责任4.4社交技能的发展4.5小组的互评5 合作学习应用到写作教学中的原则 5.1客观原则 5.2分组原则 5.3评价原则6合作学习应用到写作教学中的具体步骤 6.1写前准备阶段6.1.1教师布置写作要求并将学生分组6.1.2小组讨论、记录6.1.3教师组织每组报告讨论结果 6.2 合作写作阶段 6.2.1组内学生分工写作 6.2.2小组协商整合一稿6.3 写后修改阶段 6.3.1随机异组互改后返还二稿6.3.2组

3、内根据建议讨论修改出三稿6.3.3教师批改abstractto meet the development of globalization and the demanding of international communication, english writing, as an output english application skills, become more and more significant in all fields. however , english writing is a comprehensive application of english knowle

4、dge ,which often make the students lost enthusiasm and interest. now product-based writing approach is used in most college writing class, which also cant fix this problem.this dissertation refers to cognitive theory, humanism theory and communication theory to find out the cooperative learning stra

5、tegies ,aiming to melt cooperative learning into college writing class . this new teaching mode is to make the writing process more creative and communicative so that to improve the students english writing abilities and arouse their interest and give some advise to the college english writing teach

6、ers in teaching writing. key words: cooperative learning; college english writing; strategy摘 要为满足经济全球化的发展和国际交流的需要，作为一个输出型英语应用技巧英语写作在各个领域中变得越来越重要了。但是英语写作是一项对英语知识综合应用的实践，往往导致学生失去热情和兴趣。而现在在众多大学英语写作课堂中应用的结果写作教学法也没能解决这个问题。本选题参考了认知理论，人本理论，交际理论来探寻合作学习的策略，旨在把合作学习融入大学写作课堂。这个新的教学模式将使得写作过程更具创造性和交际性，以此来提高学生的英语写

7、作能力，唤起他们对英语写作的兴趣，并对大学英语写作课的老师的写作教学提出建议。关键词：合作学习；大学英语写作；策略iiicontentthe application of cooperative learning in college english writing class1. introduction1.1 the meaning of this researchas is known, english writing is a practical activity to integrate the knowledge of english, which is one of the fo

8、ur basic skills of listening, speaking, reading and writing. however, the current teaching situation of college english writing is difficult to satisfactory. teachers , more often than not ,pay less attention to english writing .as for how to teach english writing ,some teachers are not only lacking

9、 of relevant theoretical foundation to follow but also have no unceasingly practices aimed to the students weakness. or some teachers just transfer the skills on books and dominate the whole learning process, which makes students bored and distracted in classes. they urgently need a set of systemati

10、c teaching guiding for english writing, to solve the students problems in the writing process and promote the students' interest in writing. a good teaching method can strengthen the relations between students or between teachers and students and fully make the students as the leaders. it change

11、s the teacher-centered mode in which students seem to be fed the english knowledge by the teachers. writing teaching has always been the weak part of college english teaching in china. in order to solve this problem, the author promotes to use cooperative learning to teach the college students how t

12、o write. cooperative learning, currently as one of useful and effective teaching theory and strategy, has been adopted by educational authority in many countries. this teaching method with student-oriented teaching is required each student cooperate with his group members, as much as possible to pro

13、voke students' subjective initiative, improve students english writing learning motivation and fully mobilize students' individual potential. the author attempts to melt the application of cooperative learning into college english writing teaching, aiming to find out how to organize effectiv

14、e cooperative learning in college english writing class.1.2 purposes and objectivesto teach college english writing, the teachers should have a deep realization to the situation of their students. as the class organizers, they are supposed to know the students' writing ability, think about how t

15、o narrow the gap between students and the requirements of new curriculum and promote the usage of the students' comprehensive language ability in reading and writing , which is beneficial to the students future development.in order to stimulate the english writing motivation of college students

16、, the dissertation aims at constructing a new teaching mode ,implementing cooperative learning in the college english writing class to arouse their english writing learning motivation and give a suggestion in how to teach college english writing. 1.3 organization of this dissertationthis dissertatio

17、n is composed of six chapters:chapter one tells the reasons of undertaking this research and its purposes. after the opening introduction, chapter two deals with an overview of cooperative learning and the significance of college english writing as well as its deficiency . it also includes the neces

18、sity of english-writing teaching guided by cooperative learning and previous researches of cooperative learning and english writing at home and abroad. chapter three introduces three basic theories of cooperative learning, including cognitive theories, humanistic theories and communicative competenc

19、e theories. chapter four is about five essential features of the application of cooperative learning in college english writing class, such as positive interdependence, face to face promotive interaction and individual accountability, etc. chapter five provides what general principles should be kept

20、 in class process. chapter six is an important part of this thesis, mainly focusing on designing a class which is applying the cooperative learning to college english writing class.2. literature review 2.1 cooperative learning2.1 the overview of cooperative learningabout two thousand years ago, as t

21、he old saying in the chinese ancient educational classic goes, "someone to learn alone without friends is ignorant "and “two heads better than one” ,emphasizing the importance of cooperation in the learning process. in the west, as early as in the first century ad, the roman scholars were

22、pointed out that the students can benefit by teaching each other. in fact ,cooperative learning was started in the united states in 1970s, by leaps and bounds ,advanced in development later. because it can ease the social psychological atmosphere in class and improve the students performance and enc

23、ourage more communication, cooperative learning causes the attention all over the world. it is regarded as one of the mainstream of contemporary teaching theory and strategy. its characteristic is working together in a small group ,share their opinions with their group mates and accomplish goals coo

24、peratively.2.2 the meaning of cooperative learningcooperative learning is a creative and effective teaching strategy in the world, which can make each groups of students evolved their conscious activity and potentiality. since the late 90s, our country has studied in the cooperative learning an

25、d got a good respond. there are many related researches. bruner（1985）claims that cooperative learning can help the students to solve the problems because each student has their own ideas which can bring new elements. while ma lan(2008) probes into the applications of cooperative learning in vocation

26、al schools according to the situations of english teaching and contends that cooperative learning can improve the students study ability.mei chongfeng(2012) clears up the domestic and foreign studies about the application of cooperative learning in high school english writing and states its positive

27、 meaning and summarizes five basic elements in cooperative learning, including positive interdependence, face-to-face promotive interaction, individual accountability, social skills and group processing.2.2 college english writing 2.1 the necessity of college english writingto meet the development o

28、f globalization and the demanding of international communication, college english writing, as an output english application skills, become more and more significant. english teachers are supposed to be aware of the skill of writing well in a second language and pay special attention on it and releva

29、nt researches are put forward gradually.donn byrne (1988) puts forward writing is more an approach of thinking than merely a language skill. liu runqing(1999) says only the writing level could reflect a persons language accomplishment indeed. maria palmira massi(2001) contends writing is a way to ex

30、change the new ideas and communicate with others literally. 2.2 the problems of college english writingcollege english writing is caught more and more concern. however, writing is a comprehensive application of english knowledge, which often make the students lost enthusiasm and interest. whats more

31、, higher standard in college students' english writing ability was asked in new college english curriculum requirements, promulgated by the ministry of education in 2007. (1)students should write a short report according to the given information;(2)students should write summary according to the

32、reading materials;(3)students should write coherent and compete essays to express their viewpoints and attitudes to given information;(4)the writing should be strict to the nomative requirements and the expression should be clear and smooth.with the higher standard, the english writing level of coll

33、ege students is harder and harder to be satisfied. huang zhiwei(2007), a domestic researcher, believes the implementation of cooperative learning has taken effect in english teaching in high school, but it is still lack of a further study and improvement in english writing. to improve the quality of

34、 college english writing is extremely urgent.2.3 the meaning of the application of cooperative learningat present, the application of cooperative learning is used in the field of english teaching widely. however, there is only little study about the application of cooperative learning in college eng

35、lish writing class. although cooperative learning can arouse students' learning initiative, increase their efficiency, strengthen team awareness and improve their cooperative social skills, it also need more time for them to discuss and revise and the operating mode breaks the traditional teachi

36、ng method. therefore, this application still need to be further discussed.the study refers to cognitive theory, humanism theory and communication theory to find out the cooperative learning strategies, which is order to fix the problems in college english writing class. this new teaching mode is to

37、make the writing process more creative and communicative so that to improve the students english writing abilities and arouse their interest.2.3the previous researches of cooperative learning in college english writing at home and abroad cooperative learning shows much more superiority than the trad

38、itional english writing because it plays an essential role in improving the social and psychological atmosphere. in fact, there are few advanced scholars had put forward their views on the application of cooperative learning and we still can see the bright prospect from them. jiang yuanyuan(2013) do

39、es an empirical research on the application of cooperative learning in high school english writing teaching. the result shows cooperative learning is an effective teaching mode which can improve the english writing level ,ease the anxiety in writing, activate classroom atmosphere and strengthen stud

40、ents' self-confidence. sun mingzhu(2013) also does the same empirical research. she finds that cooperative learning can make the students writing positively and the application of cooperative learning in high school english writing teaching is an effective teaching mode and has a bright prospect

41、.besides , foreign researchers flower and haye(1981) regard writing progress as a process of socialization. they advocate cooperative learning because it can encourage students to help each other and give peer feedback to achieve the writing task cooperatively. students can find their own deficiency

42、 and be inspired when they evaluate others writing and learn cooperative social skills through interactive actions. zamel(1983) prefers to regarding writing process as a collective and cooperative action, rather than the writers own behavior. he melts cooperative learning into writing process and fi

43、nds that the students can work cooperatively and activate classroom atmosphere so that the students can put forward more useful and creative ideas, such as brainstorming.in a word, all above researches have contributed much and show the application of cooperative learning in college english writing

44、teaching is worthwhile and valuable.3. theories of cooperative learning in college english writing teaching3.1 cognitive theoriescognitive elaboration theory and cognitive development theory are complementary to some extent. as for cognitive development theory, piaget states that students progress i

45、n learning depends on the equilibration process which is a process of self-adjustment; it involves the consistency of problems solving and cognitive conflict; through the cooperation between individuals, students constantly adjust their cognitive conflicts so as to make progress (piaget, 1950). lang

46、uage is a system of arbitrary vocal symbols used for human communication; therefore only through interacting and communicating with others can students master and acquire a foreign language. during the process of group cooperative learning, students are not only the active recipients of language for

47、ms, but also the principal part of group learning; they must explain and defend their views in order to solve the problem. different from cognitive development theory, cognitive elaboration theory tells information that is already available in their memory, and they must conduct certain form of cogn

48、itive restructuring or elaboration on the materials (wittroch, 1978). in other words, learners need to internalize their external learnt knowledge, and combine old knowledge with new knowledge, and then transforms the knowledge into learners own stuff. in the process, learners acquire new knowledge

49、and consolidate original knowledge through explanation and demonstration, and eventually enrich their knowledge and improve their ability. in group activities, students convey information to others through interaction and explanation, which helps students to further understand and consolidate what t

50、hey have learnt. in the process of expressing their ideas and listening to others views, students derive great benefit from other group members. webb, n. finds out that in cooperative activities, the students who offer a detailed explanation for other members benefit most. the study of dansereau, d.

51、f has shown that the students who listen to the detailed explanation of others can learn much more than those who carry on independent learning, whereas the students who do exposition learn most.3.2 humanism from the last century to the 1950s, humanistic psychology being a branch of psychology schoo

52、ls was increasingly rising to against behaviorism tendency in american psychological circles. humanism supposes that english reading is not only a kind of learning through increasing knowledge but also is a kind of learning through integrating with individual experience. the features of effective en

53、glish reading are concentrate, willingness, overall development, and self-assessment. human is born with natural learning and potential. the effective english reading only occurs under the condition of the study content itself with meaning and learners learning objective being relevant. in the meant

54、ime, learners need actively engage in that condition.its philosophical foundations lie in one aspect of inheriting humanitarian tradition at the same time, biology, ecology and the whole learning of organism which are put forward by evolutionism construct natural science foundations of humanistic ps

55、ychology.humanistic psychology claims to study human nature, character, inner affection, responsibility, potential capacity, purpose, hobbies and personal experience and opposes to paying attention to the tendency of the external behavior. it also indicates that the human body has the desire and pot

56、ential of self realization and advocates teachers to accept advantages and disadvantages of students and to help students build up confidence and to develop their values in english writing learning.3.3 communication theory communicative competence is a term in linguistics which refers to a language

57、users grammatical knowledge of syntax, morphology, phonology and the like, as well as social knowledge about how and when to use utterances appropriately. hymes states that gaining communicative competence means acquiring both knowledge and capability. for language use with respect communicative com

58、petence not only involves the structures and forms of a language, but it also includes how the language is used effectively and appropriately in different contexts and situations. communicative competence includes knowledge of the grammar and vocabulary, knowledge of rules of speaking, knowledge of

59、how to use and respond to different types of speech acts and social conventions, and knowledge of how to use language appropriately. it is proved that traditional english education cannot meet all the requirements of hymes communicative competence, that is, students are still not acquiring the ability to communicate with others i