Chapter One Introduction
1.1 The purpose of the thesis
In English teaching and learning process, students always claim that they are not good atlistening and speaking, they are afraid of being failed in the listening or speaking exam. Thosewho had a systematic training of English listening and speaking in high school say it is OK andperform well in classes, though most of the students did not receive English listening orspeaking training before they step into university, they feel it is hard to follow the listeningmaterial and comprehend what is said, especially in CET4 or CET6, grades are lost heavily inthe listening comprehension part. College students are eager to find methods to deal with thissituation so that they can pass CET4/6 more smoothly, which will be beneficial for them to geta satisfying job more easily. Traditional college English listening and speaking learning are found to be insufficientfor students to deal with lots of situations in practice, the author believes that cooperativelearning may be a solution for this problem. Several relative researches have been done inTaiwan, Nanjing and Tianjin, all the results show that it is effective in improving students'English listening and speaking abilities. The author aims to find out whether it is effective inEnglish listening and speaking teaching and learning in Shanxi.
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1.2 The importance of the study
If it is proved that cooperative learning is effective in improving students' listening andspeaking in Shanxi, it is meaningful at least in two ways. First, narrowly speaking, it is usefulfor undergraduates to pass CET 4 or CET 6 more easily; broadly speaking, it can help collegestudents improve their English communicative abilities by enhancing their listening andspeaking. Cooperative learning is one of the popular language teaching approaches in the currentlanguage research field of language teaching．Based on a lot of researches done by foreignlanguage teaching researchers, it takes effect not only in improving students' abilities, but alsooffers chances where they know how to cooperate with others as well as how to get along withothers properly. With the number of international communications largely increasing in China, collegegraduates with high proficiency of foreign language ability, especially ones with highproficiency of listening and speaking abilities are badly needed in the nation as well as thesociety.
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Chapter Two Literature Review
2.1 Cooperative learning
The modern cooperative learning theory took shape in the United States in the 1970s(Wang, 1994, 2017b, 2017). The educationalist who advocated it first can be traced to Dewey.An American scholar, Green, put forward that among the four kinds of idea-exchanging modeswhich play important roles in teaching, group work between the teachers and the students hasgot the best result. Slavin (1995) referred to Vygotsky's developmental theory whichemphasized the importance of discussion and joint problem solving among peers.Since the late 1980s and the early 1990s，英语毕业论文，researches and experiments have been done withcooperative learning in China and have achieved a great deal (Wang，2017b)．In the early 1990s,some Chinese researchers and instructors introduced cooperative learning into classroominstruction in elementary and high schools，and at that time，英语论文范文，Zhejiang Province and ShandongPro
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