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stimulates thechange of educational thought and is useful in developing students' communicativecompetence. Under the cooperative learning circumstances，the students have becomethe main body of classroom teaching. The student-centered class has taken place of thetraditional teacher-centered class. What's more, the students' association, theirconfidence of opening mouth to speak，and the relationship between the teacher and thestudents are improved in English class.The adoption of cooperative learning provides a very good way for the students tocarry out the communicative learning effectively and practically.

Chapter 2 Literature Review

2.1 Relevant Theories of Cooperative Learning
Communicative Language Learning (CLL) was a typical example of an affectivelybased method (Brown 1994: 59). It gives teachers the advice that they should regardtheir students as "whole person." This type of ‘^vhole person" learning means thatteachers not only take their students' feelings and intellect into consideration，but alsoneed to learn to understand the relationship among students' physical reactions, theirinstructive protective reactions and their desires to learn (Larsen-Freeman 1986:79).CLL derived from Charles A. Curran's Counseling-leaming approach, in which studentsare regarded as different groups instead of a whole class. Teachers and students build agood interpersonal relationship too. In this context, learners' anxiety is lowered bymeans of the supportive community. Teachers are regarded as guiders instead ofauthority figures. Their ultimate objective is to teach students how to use the targetlanguage communicatively.
According to Airasian (1997:83), the class is usually arranged in the followingforms: the group of students is seated in a circle around a table that has a tape recorderon it. The teacher sits outside the circle. The conversation between each member of theteam will be recorded or transcribe. When a student wants to say something, he or shemay say it in his native language. The teacher will translate it into English，and then thestudent repeat the English sentence as accurately as possible to be recorded. The firstseveral sessions could be tough and boring, and the students basically rely on theteachers' translation to communicate. But the students can gradually be less dependenton the teacher and can communicate more in target language and reach a certain level offluency.
There are certain advantages of CLL. One is its affective advantage. Teachers are no longer regarded as the authoritative figures, instead, they are most often consideredas counselors. Teachers also become very sensitive to the students' needs and limitationsand offer help when necessary. The teacher accepts whatever the students say, they playthe role of listeners instead of speakers, thus creating an accepting atmosphere. Thestudents can choose what to talk about. They work together in small groups, feeling thatthey are united as a community and thus can leam from each other.Brown (1994:63) lists two weaknesses of CLL: 1) the teacher can become toonondirective because of the limited directions. The students often need directions,especially in the very beginning stage, in which there are many difficulties within theforeign language. Supportive but assertive direction from the counselor could strengthenthe method. 2) The other problem with CLL is its reliance on an inductive strategy oflear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。