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3.2 The Structure and Content of the Questionnair......... 32-33
    3.3 Research Participants......... 33
    3.4 Research Procedures......... 33-36
Chapter 4 Findings and Cause Analysis......... 36-48
    4.1 The Objectives of Cooperative Learning.........36-37
    4.2 The Groupings of Cooperative Learning......... 37-39
    4.3 Teachers' Performance .........39-42
    4.4 The Effective Evaluation......... 42-44
    4.5 The Effect of Cooperative Learning......... 44-48
Chapter 5 The Strategies of Cooperative Learning.........48-61
    5.1 The Strategies of Cooperative Learning......... 49-59
        5.1.1 Teachers .........49-55
        5.1.2 Students......... 55-59
    5.2 Pedagogical Implications......... 59
5.3 Limitations......... 59-61

Conclusion

With the above major findings, the present research has far-reaching implications forhigh school English teaching and second language learning in China.Firstly, the present research improves and enriches the research of cooperative learningof high school English teaching in China. It also equips both teachers and students with abetter and deeper knowledge of cooperative learning.Secondly, this research confirms that cooperative learning is an effective and productiveteaching strategy in high school English classrooms with a great variety of benefits. It is ofgreat significance to help meet the new requirements of high school English teaching, andthus promote and deepen the high school English teaching reform.Thirdly, by classroom observation, questionnaire and consultation, the research finds outsome possible problems going with cooperative learning involving unclear objectives,unreasonable groupings, teachers' poor performance, no enough effective evaluation and pooreffect in the process of cooperative learning, and proposes some strategies, which is of greathelp for teachers to implement cooperative learning in high school English classroomseffectively and successfully.Moreover, this research sets a good example for further study on cooperative learing inthe aspect of its research methodology，which although maybe not ideal，provides bothexperience and lessons for researchers.Lastly, the present research also bears great implication on second language learning andforeign language learning in China by proposing some effective and feasible strategies ofcooperative learning in classrooms.
Accordingly, the result of this research is not adequately conclusive and it still leavesroom for improvement and further study. Much work should be done about suing cooperativelearning tasks in the classroom at senior high schools. Cooperative learning, because of itsadvantages, will be welcomed by more and more teachers and learners, and cooperation willappear in each domain of education.

References
1Cambridge:Cambridge University Press, www.51lunwen.org/gaozhongyingyu/ 1990.Allwright, D. Observation in the Language Classroom. London:Longman, 1998.
2Bossert, S.T. (1988). Cooperative activities in the classroom. Review of Educational Research, 15,225-250.
3Bruffee, K.A. (1993). Collaborative learning: Higher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。