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ng is defined by aset of process which help people interact together in order to accomplish a specificgoal or develop an end product which is usually content specific. It stresses theimportance of the effect and advantage of cooperative learning. Jacob (1999:13)asserts that "cooperative learning is a diverse group of instructional methods in whichsmall groups of students work together and aid each other in completing academictasks." It can be seen that Jacob also stresses the form of cooperative model. Studentsfrom different groups work together and help each other to achieve the goal set by theteacher.
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2.2. Elements of Cooperative Learning
Slavin (1990) proposed a two-element theory of Cooperative Learningcomprising positive interdependence and individual accountability. Similarly，D. W.Johnson, R.T. Johnson and their colleagues advocated a five-component theory ofCooperative Learning including five criteria that define true Cooperative Learninggroups (JohnsonJohnson & Holubec, 1999):According to Johnson and Johnson (1994), five essential elements areindispensable and need to be included in order to ensure a lesson to be cooperative.The five essential elements are as follows: The first and foremost requirement for cooperative learning is positiveinterdependence. Within cooperative learning situations, students not only haveresponsibility to learn the assigned material, but also ensure all the members of thegroup to leam the assigned material. Just like the football or basketball match，onecan't succeed without other players' support. So it's necessary to make every studentbelieve that they "sink or swim together". Johnson and Johnson (1994) pointed out,positive interdependence exists when students perceive that they are lined with groupmembers in such a way that they can't succeed unless their group mates do.
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Chapter III Methodology ..........16
3.1 Subjects......... 17
3.2 Research questions......... 17
3.3 Instruments......... 18
3.4 Procedure......... 19
Chapter IV Results and Analysis .........29
4.1 Results of Pre-test and Post-test......... 29
4.1.1 Results and analysis of Pre-test......... 29
4.1.2 Results and analysis of Post-test......... 31
4.2 The questionnaire and its analysis......... 38
Chapter V Conclusion .........  42
5.1 Main findings .........42
5.2 Implications.........   43
5.3 Limitations of the study......... 44
5.4 Suggestions for further research......... 45

Chapter IV Results and Analysis

4.1 Results of Pre-test and Post-test
During the experiment, the author collected data and analyzed the results ofpre-test and post-test so as to test and verify whether the application of cooperativelearning in the English class can have a positive impact on the students' Englishlearning. Both the contents of the whole test paper and the proportion of each item areshown in the following table. In order to check whether there is a significant difference between theexperimental class and the controlled class in the pre-test, both the two classes took; apre-test before the experiment. The author collected the students' exam scores and 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。