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4.2 促進(jìn)性的互相影響4.3 個(gè)體的責(zé)任4.4社交技能的發(fā)展4.5小組的互評(píng)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

2、原則 5.3評(píng)價(jià)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(bào)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(jī)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教師批改AbstractTo meet the development of globalization and the demanding of international communication, English Writing, as an

3、 output English application skills, become more and more significant in all fields. However , English writing is a comprehensive application of English knowledge ,which often make the students lost enthusiasm and interest. Now product-based writing approach is used in most college writing class, whi

4、ch also cant fix this problem.This dissertation refers to cognitive theory, humanism theory and communication theory to find out the cooperative learning strategies ,aiming to melt Cooperative Learning into college writing class . This new teaching mode is to make the writing process more creative a

5、nd 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 teaching writing. Key words: Cooperative Learning; College English Writing; strategy摘 要為滿足經(jīng)濟(jì)全球化的發(fā)展和國際交流的需要，作為一個(gè)輸出型英語應(yīng)用技巧英語寫作在各個(gè)領(lǐng)域中變得越來越

6、重要了。但是英語寫作是一項(xiàng)對(duì)英語知識(shí)綜合應(yīng)用的實(shí)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(gè)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。這個(gè)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(duì)英語寫作的興趣，并對(duì)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Content1. Introduction1.1 The meaning of this researchAs is known, English Writing is

7、 a practical activity to integrate the knowledge 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 Engli

8、sh Writing .As for how to teach English writing ,some teachers are not only lacking 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 ma

9、kes students bored and distracted in classes. 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 betwe

10、en teachers and students and fully make 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 a

11、uthor promotes to use cooperative learning 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 requ

12、ired each student cooperate with his group 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 E

13、nglish writing teaching, aiming to find out how to organize effective 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 s

14、upposed to know the students writing 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 sti

15、mulate the English writing 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 writ

16、ing. 1.3 Organization of this dissertationThis 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 writ

17、ing as well as its 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

18、 theories, humanistic 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. Ch

19、apter five provides 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 Learning2.1 The overview

20、 of Cooperative LearningAbout 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 in

21、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 clas

22、s 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 opinions w

23、ith their group mates and accomplish goals cooperatively.2.2 The meaning of Cooperative LearningCooperative learningis 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 ha

24、s 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 the applicat

25、ions 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 in high school

26、 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 Necessity of College

27、English WritingTo 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 in a second language an

28、d 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 persons language accomplishment indeed. Maria Palmira Mas

29、si(2001) contends writing is a way to exchange 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

30、lost enthusiasm and interest. Whats 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 the given information;(2)Students sho

31、uld 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 clear and smooth.With the higher standard

32、, 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 a further study and improvement in English

33、 writing. To improve the quality of 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

34、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 them to discuss and revise and the operating mode

35、 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 fix the problems in College English Writing Class.

36、 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 Writing at home and abroad Cooperative learning shows much

37、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 learning and we still can see the bright prospect from

38、 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 writing level ,ease the anxiety in writing, activate classroom

39、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 school English Writing teaching is an effective teaching mode

40、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 feedback to achieve the writing task cooperatively. Students can

41、find their own deficiency 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 in

42、to 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 contributed much and show the application of cooperative learning in

43、 college English writing 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

44、 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, students constantly adjust their cognitive conflicts so as to make prog

45、ress (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 process of group cooperative learning, students are not only the active r

46、ecipients 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 information that is already available in their memory, and they must con

47、duct 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 transforms the knowledge into learners own stuff. In the process, learne

48、rs 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 through interaction and explanation, which helps students to further understa

49、nd and consolidate what they 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. T

50、he 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 Humanism From the last century to the 1950s, Humanistic psychology being a b

51、ranch 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 also is a kind of learning through integrating with individual experience. The

52、 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 condition of the study content itself with meaning and learners learning objective bei

53、ng 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 learning of organism which are put forward by evolutionism construct natural science fou

54、ndations 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 attention to the tendency of the external behavior. It also indicates that the human bo

55、dy 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 learning.3.3 Communication Theory Communicative competence is a term in linguistics wh

56、ich refers to a language 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

57、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. Communicative competence includes knowledge of the grammar and vocabulary, knowledge of rules o

58、f 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 cannot meet all the requirements of Hymes communicative competence, that is, students are stil

59、l 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 to communicate and exchange ideas with others in English; it also helps students get to know

60、 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 interdependence, individual accountability, face-to-face promotion interaction, interpersonal soc

61、ial 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 class. 4.1 Positive InterdependencePositive interdependence the most crucial one means that the su

62、ccess 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 success of each member depends on the success of every member. It is this all for one, one for all fe

63、eling 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 coordinate ones efforts with the efforts of others to complete a task. It is the belief that student

64、s “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.4.2 Face-to face InteractionFace-to-face interaction means that students interact directly with one

65、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 students positive emotion. Each student is essential and each persons efforts can