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ng to comprehend these views and integrating the theories intoEnglish reading teaching.

2.1 The review of cooperative learning
Since the 1970s, cooperative learning has been defined by scholars. In recentyears, more and more researches have been done on cooperative leaning and variousdefinitions have been put forward by many experts. Cooperative learning is a generalterm which includes many aspects. Each definition includes one aspect of cooperativelearning. Cooperative learning came to be popular in some developed countries in the1990s. The definition of every expert is distinct from each other and the experts havedifferent teaching conceptions.Kagan (1994) puts that cooperative learning refers to that students cooperatetogether, learn from each other and make progress together.Slavin (1995) defines that cooperative learning is a class technology that directsstudents to participate in learning activities in groups and promote proficiency basedon the whole team.James (2000) elaborates that cooperative learning is a kind of teachingtechnique which makes students cooperate with each other, encourage others andaccomplish learning activities together.Wang (2002: 11-12) concludes that cooperative learning aims to promotestudents’ cooperation abilities in various groups, achieve learning goals and realizethe value of every student in groups. Wang Tan is one of the experts who studies oncooperative learning in early times. He mainly focuses on the role of every member invarious groups.Cooperative learning is a practice that demands students work in groups whilelearning English. Every member plays a role in the group, shares learning materials,helps the others in the group, accomplishes tasks and realizes one’s value (Gao, 2004).Wang (2006) asserts that cooperative learning is a teaching strategy system. Inorder to help students study together in different groups, it is necessary to apply itbased on principles of procedures of cooperative learning. Its main purpose is toimprove students’ cognitive and emotional proficiency in the application ofcooperative learning.
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Chapter Three Methodology......22
3.1 Research questions..........22
3.2 Research participants...... 22
3.3 Research instruments...... 22
3.4 Teaching procedures........24
3.4.1 A teaching sample for experimental class....24
3.4.2 A teaching sample for control class............. 28
Chapter Four Results and Data Analysis..... 30
4.1 Analysis and discussion of the questionnaires in CC and EC.... 30
4.2 Analysis and discussion of the pre-test and post-test........33
4.3 Analysis and discussion of the interview......40
4.4 Summary..... 41
Chapter Five Conclusion............ 43
5.1 Major findings.......43
5.2 The implications of the study....44
5.3 The limitations of the study.......44
5.4 Suggestions for further study....45

Chapter Four Results and Data Analysis

This chapter presents the results of the research which are closely related to theresearch questions and shows explanations to them. The author collects 82questionnaires. According to Wen and Qin (2002), the author makes a little alterationof some items. Microsoft Office Word 2007 and SPSS 19.0 are applied to analyze thedata from the questionnaire and the tests. The author does the independent sampletests and paired sample t-tests to analy