| Acknowledgements | 第1-4页 |
| Abstract | 第4-7页 |
| 摘要 | 第7-9页 |
| A List of Tables | 第9-10页 |
| A List of Figures | 第10-11页 |
| Abbreviation | 第11-12页 |
| Contents | 第12-18页 |
| Chapter One Introduction | 第18-30页 |
| ·Research background | 第18-19页 |
| ·Psychological block | 第19-24页 |
| ·The analysis of psychology block | 第19-21页 |
| ·Psychological apprehension | 第19-20页 |
| ·Psychological unconcern | 第20页 |
| ·Psychological dependence | 第20页 |
| ·Psychological indolence | 第20-21页 |
| ·Psychological self-humiliation | 第21页 |
| ·Causes of psychology block | 第21-24页 |
| ·Language level | 第21页 |
| ·Writing motivation | 第21-22页 |
| ·Poor attitude towards English writing | 第22页 |
| ·Lack of the feeling of accomplishment | 第22页 |
| ·Teachers' inopportune feedback | 第22-23页 |
| ·Lack of psychological freedom | 第23页 |
| ·The amount of reading | 第23页 |
| ·The amount of writing | 第23-24页 |
| ·Current approach to the teaching EFL writing | 第24-27页 |
| ·Instruction approach | 第24页 |
| ·Product approach | 第24-25页 |
| ·Comparison approach | 第25页 |
| ·Process approach | 第25-26页 |
| ·Length approach | 第26页 |
| ·Four-Combination approach | 第26-27页 |
| ·Current situation of teaching EFL writing in China | 第27-28页 |
| ·Aim and significance of the study | 第28-29页 |
| ·Layout of the thesis | 第29-30页 |
| Chapter Two Literature Review | 第30-42页 |
| ·The development of Educational Psychology | 第30-39页 |
| ·Behaviourism | 第30-32页 |
| ·Cognitive psychology | 第32-35页 |
| ·Information processing | 第32-33页 |
| ·Intelligence | 第33-34页 |
| ·Constructivism | 第34-35页 |
| ·Humanism | 第35-38页 |
| ·Erik Erikson | 第35-36页 |
| ·Abraham Maslow | 第36-37页 |
| ·Carl Rogers | 第37-38页 |
| ·Social Interactionism | 第38-39页 |
| ·Lev Vygotsky | 第38页 |
| ·Reuven Feuerstein | 第38-39页 |
| ·Krashen's Monitor Model | 第39-40页 |
| ·Writing and Emotion | 第40-42页 |
| Chapter Three Cooperative Learning | 第42-54页 |
| ·Definitions of CL | 第42-43页 |
| ·The history of CL | 第43-44页 |
| ·Some characteristics of Cooperative Learning | 第44-46页 |
| ·Positive interdependence | 第44-45页 |
| ·Face-to-face group interaction | 第45页 |
| ·Individual (and group) accountability | 第45-46页 |
| ·Development of small group social skills | 第46页 |
| ·Group processing | 第46页 |
| ·Techniques of Cooperative Learning | 第46-52页 |
| ·Think/pair/share | 第47页 |
| ·Student Team-Achievement Division (STAD) | 第47-48页 |
| ·Teams-Games-Tournaments (TGT) | 第48-49页 |
| ·Jigsaw (JTG) | 第49-50页 |
| ·Roundtable/Roundrobin | 第50页 |
| ·Group Investigation (GI) | 第50-51页 |
| ·Group Discussion (GD) | 第51页 |
| ·Numbered Heads Together (NHT) | 第51-52页 |
| ·Cooperative writing and peer response | 第52页 |
| ·Learning together | 第52页 |
| ·The current research status of CL in China | 第52-54页 |
| Chapter Four Research Design and Methodology | 第54-69页 |
| ·Research questions | 第54页 |
| ·Research hypotheses | 第54页 |
| ·Participants and time span | 第54-55页 |
| ·Instruments | 第55-58页 |
| ·Investigations with questionnaires | 第56-57页 |
| ·Pre-test and post-test | 第57页 |
| ·Interviews | 第57-58页 |
| ·Stages of the experiment | 第58-69页 |
| ·Pre-class preparation for CL | 第59-63页 |
| ·Pre-test, the first questionnaire and the first interview | 第59页 |
| ·Making students clear about the necessity of implementing cooperative learning in English teaching and learning | 第59-60页 |
| ·Constructing heterogeneous CL groups | 第60-61页 |
| ·Assessments | 第61-62页 |
| ·The teacher's explaining and group discussion | 第62-63页 |
| ·Procedures of implementing CL in English classroom | 第63-69页 |
| ·Cooperative activities before writing | 第63-66页 |
| ·Assigning the topic by students | 第63-64页 |
| ·Group discussion | 第64-65页 |
| ·Presentations | 第65页 |
| ·Individual writing | 第65-66页 |
| ·Cooperative activities after writing | 第66-69页 |
| ·Peer-editing within a group | 第66-67页 |
| ·Correcting by themselves | 第67-68页 |
| ·Excellent work publication | 第68页 |
| ·Post-test, the second questionnaire, the second interview | 第68-69页 |
| Chapter Five Data Collection and Analysis | 第69-95页 |
| ·Data collection through questionnaires and analysis | 第69-83页 |
| ·Analysis of Questionnaire I before the experiment | 第69-77页 |
| ·Learner's background(Q1-Q5) | 第69-70页 |
| ·The students' attitude towards English writing (Q6-Q10) | 第70-73页 |
| ·The difficulties for students in the writing process (Q11) | 第73-75页 |
| ·Students' attitude towards English writing class(Q14) | 第75-76页 |
| ·The situation of writing after class (Q15) | 第76页 |
| ·The attitude toward correction (Q19-Q27) | 第76-77页 |
| ·The reason why can not write the composition well (Q28) | 第77页 |
| ·Analysis of Questionnaire II after the experiment | 第77-83页 |
| ·Students' attitude towards English writing after implementing CL (Q1-Q4) | 第78-80页 |
| ·Students' difficulties in the process of writing after implementing CL approach (Q5) | 第80页 |
| ·The students' attitude towards CL(Q7-Q12) | 第80-83页 |
| ·Data collection through tests and analysis | 第83-86页 |
| ·Data collection though pre-test and analysis | 第83-84页 |
| ·Data collection though pre-test | 第83页 |
| ·Data analysis of pre-test scores | 第83-84页 |
| ·Data collection through post-test and analysis | 第84-86页 |
| ·Data collection through the post-test | 第84-85页 |
| ·Data analysis of post-test scores | 第85-86页 |
| ·A comparison of the two classes before and after the experiment | 第86页 |
| ·Correlation between the improvement of students in the experimental class between pre-test and post-test and implementation of CL | 第86-87页 |
| ·Data collection through interviews and analysis | 第87-91页 |
| ·Data analysis of Interview I before the experiment | 第88-89页 |
| ·Data analysis of Interview II after the experiment | 第89-91页 |
| ·Textual Analysis | 第91-95页 |
| ·The textual analysis of some texts from pre-test | 第91-93页 |
| ·The textual analysis of some texts from post-test | 第93-95页 |
| Chapter Six Conclusion | 第95-101页 |
| ·The findings | 第95-96页 |
| ·The pedagogical implications of the findings | 第96-99页 |
| ·Limitations of the research | 第99页 |
| ·The researcher conducted this study only in one university, and the experimental class is only 70 persons | 第99页 |
| ·The research only lasts for 18 weeks, which is not long enough to prove the effectiveness of a new teaching method | 第99页 |
| ·Suggestions for further research | 第99-101页 |
| Bibliography | 第101-109页 |
| Appendixes | 第109-125页 |
