文摘
英文文摘
独创性声明及学位论文版权使用授权书
Acknowledgements
Chapter One Introduction
1.1. The importance of English writing
1.2. The purpose of the present study
1.3. Framework of the thesis
Chapter Two Literature Review
2.1. Concept of cooperative learning
2.2. Essential components of cooperative learning
2.2.1. Positive interdependence
2.2.2. Individual and group accountability
2.2.3. The Promotion of interaction
2.2.4. Social and small group interpersonal skills
2.2.5. Group processing
2.3. Theoretical foundations on cooperative learning
2.3.1. Motivational Theory
2.3.2. Social Cohesion Theory
2.3.3. Developmental Theory
2.3.4. Cognitive Elaboration Theory
2.4. Process writing approach
2.4.1. Concept of the process writing approach
2.4.2 Cognitive process theories of writing
2.4.3. The advantages of process writing approach
2.5. The current research status of cooperative learning in teaching English writing
Chapter Three Models and its application in the English writing classroom
3.1. Introduction of cooperative learning models
3.1.1. An inquiry model
3.1.2. A teacher-directed model
3.1.3. A structural model
3.1.4. A process model
3.2. The application of cooperative learning in English writing teaching classroom
3.2.1. Students' grouping in cooperative writing
3.2.2. Roles of the teacher and learners in cooperative writing
3.2.3. Cooperative learning strategies in English writing teaching classroom
Chapter Four Research Methodology
4.1. Research questions
4.1.1. Hypotheses
4.2. Subjects
4.3. Instruments
4.3.1. English writing tests
4.3.2. Questionnaires
4.3.3. Observation of English writing class
4.3.4. The post-test reflective interview
Chapter Five Results and Discussion
5.1. The analysis of the tests
5.1.1. Discussing the pre-test
5.1.2. Discussing the post-test
5.2. The analysis of questionnaires Ⅰ
5.2.1. Discussion of the questionnaire Ⅰ
5.2.2. Discussion of the questionnaire Ⅱ
5.3. Writing classroom observation and discussion
5.4. Analyzing the post-test reflective interview
5.5. Implementing cooperative learning--problems and measures
5.5.1. Discipline problems from writing groups
5.5.2. Individual factors
5.5.3. Cultural difference
5.5.4. Over-dependence on the mother language
5.5.5. Lack of sense of responsibility
Chapter Six Conclusion
6.1. Major findings of the research
6.2. Implications from the research
6.3. Suggestions for further research
References
Appendixes