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of his colleagues, Lewin (1935), refined Kafka’s notion in the 1930s and 1940sand proposed that the essence of a group is the interdependence among members (createdby common goals) that results in the group being a “dynamic whole” so that a change inthe state of any member or subgroup changes the state of all other members or subgroupsand an intrinsic state of tension in group members motivates movement toward theaccomplishment of the desired common goals. One of Lewin’s graduate students, Deutsch(1949) extends Lewin’s notions to the relationship among the goals of two or moreindividuals. In doing so, he develop social interdependence theory. One of Deutsch’sgraduate students, Johnson (collaborating with Roger Johnson and colleagues such as KarlSmith), extend social interdependence theory and develop procedures for instructors.
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Chapter Three Methodology....... 23
3.1 Research questions......... 23
3.2 Research participants ..... 23
3.3 Instruments ...... 24
3.4 Procedures........ 25
3.5 Data collection ........ 33
Chapter Four Results and discussion .......35
4.1 Results and analysis of the questionnaires........ 35
4.2 Results and analysis of the listening proficiency tests.... 39
4.3 Results and analysis of the heterogeneous groups.......... 45
Chapter Five Conclusion.......53
5.1 Major findings of the study.......... 53
5.2 Pedagogical implications ...... 53
5.3 Limitations of the study ........ 54
5.4 Suggestions for future study ........ 55

Chapter Four Results and discussion

There are three parts in this chapter: The collection of data about the questionnaire ispresented in the first part. Two different teaching methods in English teaching are usedbetween EC and CC, and the data is analyzed and discussed in the second part. The thirdpart deals with the data analysis between heterogeneous groups and homogeneous groupsin EC.

4.1 Results and analysis of the questionnaires
The data on the basis of questionnaires is gathered at the beginning and the end of the2014 academic semester which is coded for statistical analysis. The Statistical Package forthe Social Sciences (SPSS) 11.5 is run to work out the descriptively statistics of thequestionnaire bases on students’ scores in pre-questionnaire and post-questionnaire ofinterest in English listening study. The total score of the questionnaire is 75 points. Thehigher points will show the students are more interested in listening. Also, T-tests are usedto check whether significant difference of students’ interest in English listening study existbetween CC and EC. And the EC and the CC are the equal classes and comparable, whichare tested before the pre-questionnaire and it is presented in the second part of this chapter.In pre-questionnaire, 26 are from CC, 25 are from EC, and so does the post-questionnaire.

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Conclusion

After the analysis on the data of the questionnaire and tests, this concluding chapterpoints out the major findings, the pedagogical implications and limitations of the study,and some possible suggestions for further research are also presented.According to the results of this study, the following findings have been achieved.First of all, CL approach in improving students’ English listening interests is b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。