英文學(xué)專業(yè)合作學(xué)習(xí)大學(xué)英語寫作分析研究

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1、合作學(xué)習(xí)在大學(xué)英語寫作課堂中的應(yīng)用 1.引言 1.1 選題及意義 1.2 研究目的 1.3論文結(jié)構(gòu) 2.文獻(xiàn)綜述 2.1合作學(xué)習(xí) 2.1.1合作學(xué)習(xí)的概述 2.1.2 合作學(xué)習(xí)的意義 2.2 寫作教學(xué) 2.2.1英語寫作教學(xué)的重要性 2.2.2 寫作教學(xué)的存在問題 2.2.3合作學(xué)習(xí)下的寫作教學(xué)的意義 2.3國內(nèi)外研究狀況 3 合作學(xué)習(xí)應(yīng)用到寫作教學(xué)中的理論 3.1 認(rèn)知理論 3.2 人本理論 3.3 交際理論 4合作學(xué)習(xí)應(yīng)用到寫作教學(xué)中涉及的重要因素 4.1積極的相互依賴

2、 4.2 促進(jìn)性的互相影響 4.3 個體的責(zé)任 4.4社交技能的發(fā)展 4.5小組的互評 5 合作學(xué)習(xí)應(yīng)用到寫作教學(xué)中的原則 5.1客觀原則 5.2分組原則 5.3評價原則 6合作學(xué)習(xí)應(yīng)用到寫作教學(xué)中的具體步驟 6.1寫前準(zhǔn)備階段 6.1.1教師布置寫作要求并將學(xué)生分組 6.1.2小組討論、記錄 6.1.3教師組織每組報告討論結(jié)果 6.2 合作寫作階段 6.2.1組內(nèi)學(xué)生分工寫作 6.2.2小組協(xié)商整合一稿 6.3 寫后修改階段 6.3.1隨機異組互改后返還二稿 6.3.2組內(nèi)根據(jù)建議討論修改出三稿 6.3.3教

3、師批改 Abstract To 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 knowledge ,which o

4、ften make the students lost enthusiasm and interest. Now product-based writing approach is used in most college writing class, which also can’t fix this problem. This dissertation refers to cognitive theory, humanism theory and communication theory to find out the cooperative learning strategies ,a

5、iming 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 teachers in t

6、eaching writing. Key words: Cooperative Learning; College English Writing; strategy 摘 要 為滿足經(jīng)濟全球化的發(fā)展和國際交流的需要，作為一個輸出型英語應(yīng)用技巧——英語寫作在各個領(lǐng)域中變得越來越重要了。但是英語寫作是一項對英語知識綜合應(yīng)用的實踐，往往導(dǎo)致學(xué)生失去熱情和興趣。而現(xiàn)在在眾多大學(xué)英語寫作課堂中應(yīng)用的結(jié)果寫作教學(xué)法也沒能解決這個問題。 本選題參考了認(rèn)知理論，人本理論，交際理論來探尋合作學(xué)習(xí)的策略，旨在把合作學(xué)習(xí)融入大學(xué)寫作課堂。這

7、個新的教學(xué)模式將使得寫作過程更具創(chuàng)造性和交際性，以此來提高學(xué)生的英語寫作能力，喚起他們對英語寫作的興趣，并對大學(xué)英語寫作課的老師的寫作教學(xué)提出建議。 關(guān)鍵詞：合作學(xué)習(xí)；大學(xué)英語寫作；策略 Content 1. Introduction 1.1 The meaning of this research As is known, English Writing is a practical activity to integrate the knowle

8、dge of English, which is one of the four 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 wri

9、ting ,some teachers are not only lacking of relevant theoretical foundation to follow but also have no unceasingly practices aimed to the student’s weakness. Or some teachers just transfer the skills on books and dominate the whole learning process, which makes students bored and distracted in class

10、es. They urgently need a set of systematic 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

11、the students as the leaders. It changes 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 lear

12、ning to teach the college students how to 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 g

13、roup members, as much as possible to provoke 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

14、find out how to organize effective cooperative learning in college English writing class. 1.2 Purposes and objectives To 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' w

15、riting ability, think about how to 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

16、 motivation of college students , 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

17、 this dissertation This dissertation 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

18、 deficiency . It also includes the necessity 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, human

19、istic theories and communicative competence 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 p

20、rovides what general principles should be kept 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 Learning 2.1 The overview o

21、f Cooperative Learning About two thousand years ago, as the 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 i

22、n the first century AD, the Roman scholars were 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 cl

23、ass and improve the students’ performance and encourage 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 opinion

24、s with their group mates and accomplish goals cooperatively. 2.2 The meaning of Cooperative Learning Cooperative 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 co

25、untry has studied in the cooperative learning and 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

26、the applications of Cooperative Learning in Vocational 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

27、 in high school English Writing and states its positive 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

28、 Necessity of College English Writing To meet the development of 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

29、 in a second language and pay special attention on it and relevant 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 person’s language accomplishmen

30、t indeed. Maria Palmira Massi(2001) contends writing is a way to exchange the new ideas and communicate with others literally. 2.2 The Problems of College English Writing College English writing is caught more and more concern. However, writing is a comprehensive application of English knowledge,

31、 which often make the students lost enthusiasm and interest. What’s more, 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 th

32、e given information; (2)Students should write summary according to the 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

33、clear and smooth. With the higher standard, the English writing level of college 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

34、 a further study and improvement in English writing. To improve the quality of college English writing is extremely urgent. 2.3 The Meaning of the Application of Cooperative Learning At present, the application of cooperative learning is used in the field of English teaching widely. However, there

35、 is only little study about the application of cooperative learning in College English 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 t

36、hem to discuss and revise and the operating mode breaks the traditional teaching 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

37、fix the problems in College English 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. 2.3The Previous Researches of Cooperative Learning in College English Writin

38、g at home and abroad Cooperative learning shows much more superiority than the traditional 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

39、 learning and we still can see the bright prospect from them. Jiang Yuanyuan(2013) does 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 writin

40、g level ,ease the anxiety in writing, activate classroom atmosphere and strengthen students' 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 scho

41、ol English Writing teaching is an effective teaching mode and has a bright prospect. 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 feedb

42、ack to achieve the writing task cooperatively. Students can find their own deficiency and be inspired when they evaluate other’s writing and learn cooperative social skills through interactive actions. Zamel(1983) prefers to regarding writing process as a collective and cooperative action, rather

43、than the writer’s own behavior. He melts Cooperative Learning into writing process and finds 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 co

44、ntributed much and show the application of cooperative learning in college English writing teaching is worthwhile and valuable. 3. Theories of Cooperative Learning in College English Writing Teaching 3.1 Cognitive Theories Cognitive elaboration theory and cognitive development theory are compleme

45、ntary to some extent. As for cognitive development theory, Piaget states that students’ progress in 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

46、, students constantly adjust their cognitive conflicts so as to make progress (Piaget, 1950). Language 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

47、process of group cooperative learning, students are not only the active recipients of language forms, 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

48、 information that is already available in their memory, and they must conduct certain form of cognitive 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

49、 transforms the knowledge into learners’ own stuff. In the process, learners acquire new knowledge 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 thr

50、ough interaction and explanation, which helps students to further understand and consolidate what they have learnt. In the process of expressing their ideas and listening to other’s views, students derive great benefit from other group members. Webb, N. finds out that in cooperative activities, the

51、students who offer a detailed explanation for other members benefit most. The study of Dansereau, D.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

52、 Humanism From the last century to the 1950s, Humanistic psychology being a branch of psychology schools 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

53、 also is a kind of learning through integrating with individual experience. The features of effective English 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 conditi

54、on of the study content itself with meaning and learners’ learning objective being relevant. In the meantime, 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 learni

55、ng of organism which are put forward by evolutionism construct natural science foundations of Humanistic psychology. Humanistic psychology claims to study human’ nature, character, inner affection, responsibility, potential capacity, purpose, hobbies and personal experience and opposes to paying at

56、tention to the tendency of the external behavior. It also indicates that the human body has the desire and potential 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 l

57、earning. 3.3 Communication Theory Communicative competence is a term in linguistics which refers to a language user’s 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 comm

58、unicative competence means acquiring both knowledge and capability. For language use with respect communicative competence 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. Commu

59、nicative competence includes knowledge of the grammar and vocabulary, knowledge of rules of speaking, knowledge of 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 cann

60、ot meet all the requirements of Hymes’ communicative competence, that is, students are still not acquiring the ability to communicate with others in English fluently and freely. However, group cooperative learning can make up the disadvantages of traditional teaching method; it encourages students t

61、o communicate and exchange ideas with others in English; it also helps students get to know each other better and contributes to the development of their interpersonal relationship. 4 The Important Factors Involved into Cooperation Leaning The five elements of cooperative learning are positive in

62、terdependence, individual accountability, face-to-face promotion interaction, interpersonal social skills and group processing. Teachers should be well emphasized and properly structured to the students so that they can make a full understanding on the core of the cooperative learning in writing cla

63、ss. 4.1 Positive Interdependence Positive interdependence the most crucial one means that the success of one student is linked with the success of their team members and maybe structured through mutual goals, joint rewards, shared resources, complementary roles, and a common team identity. The su

64、ccess of each member depends on the success of every member. It is this all for one, one for all feeling that leads group members to see that they share common goals, and to want to help each other. They work together for common goals, promote and support each other. One cannot succeed unless they c

65、oordinate one’s efforts with the efforts of others to complete a task. It is the belief that students “sink or swim together” (Johnson et al., 1994). It should have common goals, rewards and rules. Students shall play different roles in the group to have their own responsibility and share materials.

66、 4.2 Face-to face Interaction Face-to-face interaction means that students interact directly with one another within groups, providing the opportunity for students to present, to discuss, to argue, to increase the amount of comprehensible language input and output. Students can help, share, encourage, and support each other to succeed through interaction within their groups. The cooperative learning may promote student’s positive emotion. Each student is essential and each person’s efforts can