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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.

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2.3.5 Constructivism Perspective ..................20

V Conclusion

5.1 Major findings
The native English teacher comes from English-speaking country and he can use authentic Englishnaturally and confidently, which provides students more opportunities to experience the different kindsof native English accents and idiomatic English. In the authentic speaking environment, it attractsstudents’ attention and enlarges their view, which can foster the students to become more enthusiastic intheir English learning. Simultaneously, the cooperative learning class gives the students enough timeto communicate with each other in authentic situation in their oral English learning.

5.2 Pedagogical implications
Firstly, students take positive attitudes toward cooperative learning and cooperative learning exertsthe positive effects on oral English teaching. Because in our traditional teaching in English class, theteacher is the center of the class, so the students’ oral English is very poor for lacking of languageenvironment and plenty of time to practice. However, cooperative learning provides students with moreopportunities and enough time to use the language to interact with each other to improve students’speaking ability and develop their language proficiency level．Secondly, cooperative learning provides a relaxed and comfortable atmosphere in oral English class.In the traditional and competitive classroom atmosphere, it always creates high anxiety among students,which blocks the development of language competence and decrease students’ interest in learning English.Most of the students compete with each other and lack of cooperation. However, in the cooperativelearning classroom, it creates a relaxed and enjoyable classroom atmosphere to stimulate the students’enthusiasm to speak out freely. Also the group members usually support and help each other to learn andpractice English.Besides, as some students proposed, the teachers should give more time to do some grammarexercises and pay more attention to the pronunciation and intonation in cooperative learning classroomin oral English teaching, rather than only activities such as role play, language games, sing songs and soon．

5.3 LimitationsFirstly, the researcher conducted this experiment only in one university, and the participants wererelatively small. The study chose only one class, with 38 students in English major, so it was notnecessarily applied to all the Chinese college students.Secondly, the duration of one semester was too short to fully prove the effectiveness of CL approach.A longer time is necessary for both teacher and students to manage and adjust to CL approach.Thirdly, in CL class, students have the opportunities and atmospheres to practice oral English, butmost of them pay little attention to their pronunciation, intonation and grammar while they are talking ingroup. Therefore, pronunciation, intonation, and grammar rules are still needed to taken intoconsideration for successful communications in oral English teaching.

5.4 Suggestions for further study
Firstly, as to the samples of subjects, further research can choose larger samples from moreuniversities for achieving more valid and convincing results. This study only chose 38 participants i本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。