高中英语写作教学中合作学习对学生作文质量影响的实证研究-外国语言学及应用语言学专业论文.docxVIP

万方数据 万方数据 Effects of Cooperative Learning on Students’ Writing Quality: An Empirical Study in the Chinese High School EFL Context A Thesis Submitted for the Degree of Master Candidate：Cao Honghong Supervisor：Prof. Yang Dangling Chang’an University, Xi’an, China 万方数据 万方数据 万方数据 万方数据 II万方数据 II 万方数据 Abstract Cooperatvie learning(CL) is a teaching approach that emphasizes group work and student participation. Ever since it was introduced in the language classroom in the 1960s, it has been proved to be an effective way in language teaching by many researches, which encouraged many researchers at home to apply it to English writing class and they have gained positive results. At present, the holistic scoring method of students’ compositions has been mainly used by researchers investigating the effects of CL on English writing teaching. But few of them employed an objective scoring, which involves scoring students’ compositions from the following three dimensions: the language fluency, accuracy and complexity. This study tries to explore the effect of cooperative learning on the language fluency, acuracy and complexity. To be specific, it addresses the following three research questions: Are there any differences in the fluency of the compositions between the control group and the experimental group in the pretest and posttest? Are there any differences in the accuracy of the compositions between the control group and the experimental group in the pretest and posttest?? Are there any differences in the complexity of the compositions between the control group and the experimental group in the pretest and posttest?? Two intact classes from Zhenhua High School with 87 students participated in the study. 43 students in the experimental group(EG) were treated with CL, while 44 students in the control group(CG) were treated with the traditional whole-class teaching. SPSS was run to analyze the statistics. The findings are as follows: CL does not have much more advantages in impro