2。 Literature Review                                                       

2。1 Cooperative learning 

2。1。1 Definition of Cooperative learning ·4

    2。1。2 Studies on cooperative learning abroad

2。1。3 Studies on cooperative learning at home  ··7

2。2 Students’ role in cooperative learning

2。2。1 Students’ role consciousness ··8

2。2。2 Rules of grouping  8

2。2。3 The role of group leader in cooperative learning ·9       

2。2。4 Different roles in cooperative learning·9

3。 Research Design                                                         

3。1 Research Questions ·11

3。2 Participants ·11

3。3 Methods12

3。4 Implementation of classroom observation ·12

4。 Results and Analysis

4。1 Classroom observation ·15

4。1。1 The first period  15

4。1。2 The second period  15

4。2 Personal case study  ·17

5。 Conclusion                 

5。1 Findings ··22

5。1。1 Current situation of role pision  ··22

5。1。2 Relationship between role pision and role consciousness ··22

5。1。3 The efficiency of cooperative learning from the perspective of student’s role·22

5。2 Suggestions 

5。2。1 Setting a proper group 23

5。2。2 Cultivating positive interdependence in role consciousness ··23       

5。2。3 Developing a group leader in cooperative learning·24 

5。3 Limitations of this research ·25           

Reference ··26

Chapter One Introduction

1。1 Social background

In nature, creatures survive are generally those who fit the natural selection most。 Definitely we could find the same in human society。 At present, we are living in a society which is full of competition。 The more society and civilization develop, the crueler the competition might be。 For human beings, the most effective way to survive in such a cruel society is learn to cooperate with others。 In human society, the inpiduals who are most likely to survive are those who are able to make full use of the power of a group。 “It was not an advantageous inpidual here and there who did so, but the group” (Deutsch, 1949)。 Therefore, for students who should be prepared for stepping into the society, the consciousness of cooperation is needed to be built。

According to the National English Curriculum (Version 2011), the ultimate goal of English teaching is to achieve learners’ comprehensive language competence which establishes on language knowledge, language skills, learning strategy, affect and attitudes, and cultural consciousness。 For the English learners nowadays, English plays a role of a language tool, with which they are able to understand others’ opinions and communicate with others。 Meanwhile, the process of learning a foreign language is eager to develop student’s ability of keeping a successful interaction with partners。 

With much more attention paid on the students-centered English class, therefore, many studies had been done to prove the effectiveness of cooperative learning, as well as ways of improving its efficiency。 For those previous studies, they are mainly from the perspective of teachers, such as observing their ways of giving instruction (Fan, 2013), their roles in the process of teaching (Shao, 2010) and so on。 Under the guidance of those findings and suggestions provided by the previous researches, teachers are now playing a better role in cooperative learning process, and student’s inpidual potential could be further dug。