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摘要：The research on Cooperative Learning began in 1970s in America. Many researches have provedthat it has positive effects on class environment, student achievement as well as social affective aspects.Cooperative learning is based on students’ individual factors, and the students work together inheterogeneous groups to help and encourage each other to learn and reach the common goals. Theirawards are evaluated by the general achievements of the whole group. The research on cooperativelearning had decades of history abroad, but in our country the systematic study and experiment ofcooperative learning began in the late of 1980s. Furthermore, the researches at home have beenfocusing on the application of cooperative learning in oral English teaching of the junior or seniorschool or non-English majors in the universities which is conducted by our native Chinese teachers, butlacking of the research in oral English teaching in English major, especially conducted by native Englishteachers. Therefore, this study put forwards that cooperative learning is applied in oral Englishteaching of native English teacher in English major from a new perspective.

nd their involvement in oral English teaching in class, ⑶to analyze students’ pre-test and post-test after employing cooperative learning and to investigate thestudents’ feedback and attitudes toward Cooperative Learning, such as, whether the students prefercooperative learning, whether they are active to cooperative learning, that is, to investigate students’responses to the new teaching approach of cooperative learning and to analyse the effect on theirlearning process and outcome in oral English teaching activities through qualitative and quantitativeanalysis such as, observation and interview.

1.3 Significance of the study
The significance of the study is to apply cooperative learning approach to the oral English teachingin terms of students’ involvement and improvements in students’ attitude towards language learning.As Chinese students are brought up in all educational situations that emphasize strongly on competitiveand individualistic learning, and knowledge transmission, this study seeks to discover whethercooperative learning approach could better help university students improve the involvement andcommunication in the English learning activities as well as the dilemmas when implementingcooperative learning in oral English teaching．

1.4 Overall structure of the thesis
The thesis consists of five chapters.Chapter One is an introduction to this thesis. It introduces briefly the background, purpose andsignificance for undertaking this study．Chapter Two is literature review. It shows the definitions of Cooperative Learning, elements ofCooperative Learning, theoretical basis of Cooperative Learning and methods of Cooperative Learning,and reviews the studies on Cooperative Learning both at home and abroad.Chapter Three is research methodology. It includes research questions, subjects, design of thestudy and instruments.Chapter Four is data analysis and discussion. It discusses and analyses the data of the observation,interview and the students’ grades of pre-test and post-test.Chapter Five is the conclusion of the whole thesis. It will present limitations and implicationselicited from the data, and gives suggestions for further studies．

Ⅱ. Literature review ..................15-26
    2.1 Definitions of Cooperative .................. 15-16
    2.2 Elements of Cooperative.................. 16-18
        2.2.1 Positive Interdependence ..................16
        2.2.2 Individual Accountability ..................16-17
        2.2.3 Face-to-face Promotive .................. 17
        2.2.4 Interpersonal and Small..................17
        2.2.5 Group Processing.................. 17-18
    2.3 Theoretical Basis of Cooperative.................. 18-20
        2.3.1 Social Interdependence ..................18-19
        2.3.2 Motivational Perspective ..................19
        2.3.3 Developmental perspective.................. 19
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