文摘
英文文摘
论文说明：A List of Tables、A List of Figures、Abbreviation
声明
Acknowledgements
Chapter One Introduction
1.1 Research background
1.2 Psychological block
1.2.1 The analysis of psychology block
1.2.2 Causes of psychology block
1.3 Current approach to the teaching EFL writing
1.3.1 Instruction approach
1.3.2 Product approach
1.3.3 Comparison approach
1.3.4 Process approach
1.3.5 Length approach
1.3.6 Four-Combination approach
1.4 Current situation of teaching EFL writing in China
1.5 Aim and significance of the study
1.6 Layout of the thesis
Chapter Two Literature Review
2.1 The development of Educational Psychology
2.1.1 Behaviourism
2.1.2 Cognitive psychology
2.1.3 Humanism
2.1.4 Social Interactionism
2.2 Krashen's Monitor Model
2.3 Writing and Emotion
Chapter Three Cooperative Learning
3.1 Definitions of Cooperative Learning
3.2 The history of CL
3.3 Some Characteristics of Cooperative Learning
3.3.1 Positive interdependence
3.3.2 Face-to-face group interaction
3.3.3 Individual (and group) accountability
3.3.4 Development of small group social skills
3.3.5 Group processing
3.4 Techniques of Cooperative Learning
3.4.1 Think/pair/share
3.4.2 Student Team-Achievement Division (STAD)
3.4.3 Teams-Games-Tournaments (TGT)
3.4.4 Jigsaw (JTG)
3.4.5 Roundtable/Rouadrobin
3.4.6 Group Investigation (GI)
3.4.7 Group Discussion (GD)
3.4.8 Numbered Heads Together (NHT)
3.4.9 Cooperative writing and peer response
3.4.10 Learning together
3.5 The current research status of CL in China
Chapter Four Research Design and Methodology
4.1 Research questions
4.2 Research hypotheses
4.3 Participants and time span
4.4 Instruments
4.4.1 Investigations with questionnaires
4.4.2 Pre-test and post-test
4.4.3 Interviews
4.5 Stages of the experiment
4.5.1 Pre-class preparation for CL
4.5.2 Procedures of implementing CL in English classroom
Chapter Five Data Collection and Analysis
5.1 Data collection through questionnaires and analysis
5.1.1 Analysis of Questionnaire Ⅰ before the experiment
5.1.2 Analysis of Questionnaire Ⅱ after the experiment
5.2 Data collection through tests and analysis
5.2.1 Data collection though pre-test and analysis
5.2.2 Data collection through post-test and analysis
5.2.3 A comparison of the two classes before and after the experiment
5.3 Correlation between the improvement of students in the experimental class between pre-test and post-test and implementation of CL
5.4 Data collection through interviews and analysis
5.4.1 Data analysis of Interview Ⅰ before the experiment
5.4.2 Data analysis of Interview Ⅱ after the experiment
5.5 Textual Analysis
5.5.1 The textual analysis of some texts from pre-test
5.5.2 The textual analysis of some texts from post-test
Chapter Six Conclusion
6.1 The findings
6.2 The pedagogical implications of the findings
6.3 Limitations of the research
6.3.1 The researcher conducted this study only in one university, and the experimental class is only 70 persons
6.3.2 The research only lasts for 18 weeks, which is not long enough to prove the effectiveness of a new teaching method
6.4 Suggestions for further research
Bibliography
Appendices
