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vince became the center of cooperative learning studies in China. Later on, other cities andprovinces were also involved in the research(Wang, 2002b)．Now cooperative learning hasbeen widely employed in classroom instruction by more than fifty countries all over the world(Wang，2002b)．To know it well, definition, features and general procedures for cooperative learning haveto be mentioned.
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2.2 College English Listening and Speaking teaching and learning
Previously, English listening and speaking were two separate courses on campus, namely,English listening and oral English, now, listening and speaking are just taught and learned inone course at the same time. It is argued that combing the two may work much better, that ishow College English Listening and Speaking Course came into being. Either for English majors or non-English majors on campus, listening and speaking are notso easy, especially for those who did not receive listening or oral English training beforejoining in college entrance examination.Most of the students are not so confident of their own English speaking and listeningabilities, they fear that they may be failed in the final exam for these two courses. Many feelembarrassed they can not offer help when aid is needed by foreigners. When they haveconversation with native English speakers, they find the native speakers talk so fast, liaisonappears frequently in their speech, it is hard to catch what they mean. When it is the Englishlearners’ turn to go on with their conversation, always they will make some grammar errors,they may not think out the proper words or phrases to express the message they want to deliver.This has a lot to do with the English education system itself. It lacks a natural and smoothtransition among the English education for primary schools, for middle schools and foruniversities. In middle school, English teaching and learning emphasis is put on reading,writing and translation, in most cases, particularly in western areas, listening and speaking arealmost neglected, though in big cities, especially the developed ones, students are usually goodat listening and speaking before they register in universities.
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Chapter Three Methodology ......... 19
3.1 Hypotheses ..... 19
3.2 Participants and time distribution....... 19
3.3 Instruments ..... 19
3.3.1 Teaching materials........ 20
3.3.2 Pre-test and post-test .... 21
3.3.3 Pre-questionnaire and post-questionnaire......... 23
3.3.4 Interviews ......... 24
3.4 Procedures taken in the empirical study...... 25
3.5 Assessment of cooperative learning in listening and speaking course .... 31
Chapter Four Results and Discussion ...... 33
4. on college students' listening comprehensionperformance ...... 33
4.2 learning on students' English speaking performance ......... 35
4.3 learning on students' learning motivation ........ 37
4.4 learning on students' communicative skills ..... 39
4.5 Heterogeneous teams work better than homogeneous ones......... 41
4.6 The contentment the students showed with cooperative learning...... 43
Chapter Five Conclusion ......... 45
5.1 Major findings...... 45
5.2 Limitations of this study ........ 46
5.3 Suggestions for further studies..... 46

Chapter Four Results and Discussion

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