Chapter I Introduction
1.1 Background of the research
The new Curriculum Standards (Education Ministry of China 2017) describes theoverall language ability involves the following five aspects，英语论文题目，language knowledge,language skills, learning strategies, cultural awareness and affective attitude. Amongthese，learning strategy is considered as a very significant factor in English teachingand learning.This thesis aims to analyze the effects of cooperative learning in Englishteaching in junior middle school，英语论文，based on the cooperative learning. The earlytwentieth century U.S. educator John Dewey is usually credited with promoting theidea of building cooperation learning into regular classrooms on a regular andsystematic basis(Rodgers 1988). It was more generally promoted and developed in theUnited States in the 1960s and 1970s as a response to the forced integration of publicschools and has been substantially refined and developed since then.Since then，there are many empirical studies on it from aboard，from aspects suchas cooperative learning strategies, approaches, procedures for using cooperativelearning etc. Researches from our country abound too，from aspects such as the modesof cooperative learning，the assessment etc.
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1.2 Purpose and signi
Hcance of the studyFrom the theoretical perspective: this essay focuses on the real application ofcooperative learning in Junior English class，in order to make the students leam tocooperate in English class and leam English well.From the practical perspective: the outcomes of the current study can help theteachers to design more diversified and effective tasks for the language acquisitionand assure the students leam English more efficiently.In this thesis, the author attempts to apply the cooperative language teachingapproach to the English class, especially in the listening, reading and writing phases,aiming to prove the feasibility and effectiveness of the application of cooperativelearning in English class. At the same time, it also proves that by participating invarious meaningful activities, the students' interest in learning English can bemotivated and their overall language competence can get improved.
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Chapter II Literature Review
2.1. Definitions of Cooperative Learning
Definitions of Cooperative Learning are given from different perspectives.Slavin, a Professor of Johns Hopkins University, thinks that cooperative learningmeans a classroom technology of teaching in which students are engaged in learningactivities in groups and recognized by the group's results (Slavin, 1995:103). Sharon,the renowned educational psychologist of Tel Aviv University，believes thatcooperative learning is a term of a series of teaching methods of organization andpromotion of classroom teaching, whose basic feature is co-operation among thestudents(Cook，1996; 97). F. B. Murray (1990), from the perspective of the teachers，describes cooperative learning as a family of instructional practice in which theteacher gives various directions to groups of pupils about how to work together.PAbrami (1995) summarizes cooperative learning as an instructional strategy inwhich students work together in groups that are carefully designed to promotepositive interdependence. The scholar stresses the whole process of the cooperativelearning method. T. Panitz (1996) believed that cooperative learni
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