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e situation which only a few students take part in the class activities isnot improved. Some students still learn English by themselves; others find it boring touse group work in class. Some students make the loud noise during group discussion;others keep silent even if the topic of group discussion is very interesting. Somestudents don’t know how to solve the conflict; others don’t know how to praise to eachother in group work. Moreover, most teachers who apply group work to their Englishclass are not confident of controlling the time of group activities and unaware of howto assess effectively each student and group. Facing these challenges, some teachersgive up this method of teaching.There is no denying that cooperative learning can benefit all the EFL teachers. It’sa more scientific way to organize the class, get students more involved in the groupactivities, help them to build interest and confidence, and change them into activelearners. Of course, all these goals must be achieved with the help of the teacher’sinvolvement in cooperative learning. It’s important for EFL teachers to understand theconnotation of cooperative learning and implement useful and suitable involvement incooperative learning.

Chapter 2 Literature Review and Theoretical Basis

2.1 Understanding Cooperative Learning
The cooperative theory in Education dated back to Chinese Pedagogical ClassicsXue Ji, which says “To study alone without friends around makes one learn less and beignorant”. Whereas, “cooperative learning” in the real sense originated from 1970s inU.S.A and has been widely spread in the world.Cooperative learning is more learner-centered and seems to be a promisinghumanistic approach. It encourages students’ participation in English classes and helpsto promote positive attitudes towards English as well as develop social skills. What’smore, it also can improve students’ academic progress in large scale. “This type ofpeer interaction increases opportunities for meaningful communication about academiccontent in low- anxiety contexts (Jacob, 1994)”It’s not until the late 1980s that some Chinese educators began to carry out somestudies on cooperative learning. During 30 years, our scholars and experts put theirefforts to explore this field and combine with Chinese educational conditions, makeinnovations and demonstrate that it’s the effective and valuable teaching method.Cooperative learning has been studied for several decades, but it’s difficult forpeople to understand the concept of it. Because there are a variety of countriesincluding China make use of cooperative learning to reform domestic education, stillthere is no standard definition. So Slavin (1995) regarded the phenomenon as“cooperative revolution in education”.
In light of theory and practice of cooperative learning at home and abroad, it canbe divided into four types: interaction between teachers and students; interactionamong students; interaction among teachers; full interaction. Nowadays, mostcountries mainly study interaction among students, which be proved by the followingtypical definitions of cooperative learning.Sharan(1980) holds that cooperative learning is a set of instructional strategies“which employs small teams of pupils to promote peer interaction and cooperation forstudying academic subjects”. Artz and Newman(1990) defines cooperative learning as an activity including a small group of learners who work together as a team t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。