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Cooperative learning is the rise of the 1970s in the United States a system of teaching theories and strategies which the teaching of interpersonal cooperation and interaction as the basic features, refer to students in the group or team in order to complete a common task, there is a clear pision of responsibilities for mutual learning. is a cooperative learning model is to explore and try teaching it in secondary school English teaching is to implement the new curriculum needs, but also to develop students ability to cooperate and the need for innovative thinking, it is a new teaching philosophy is to enable students to move up the idea. Cooperative learning is different from the classes of competition for teaching, it makes competitive environment to a collaborative environment, to develop students ability to cooperate with others, but also to make the classroom with a relaxed, harmonious and democratic atmosphere. This learning environment can effectively stimulate the enthusiasm of students to actively participate in practice, develop their sense of participation, in particular, can eliminate the timid or those who have an inferiority complex character of the psychological barriers for students so that they enjoy the joy of success, re- pick up the lost self-confidence, achieve the purpose of teaching for all students (Nunan, 2001: 132).
The adoption of cooperative learning in teaching incubates the change of educational thought. The students have become the main body of classroom teaching. The student-centered class has taken the place of the teacher-centered class. And the students’ association, their initiative and the good relationship between the teacher and the students are highlighted in English class.
In addition, the adoption of cooperative learning provides a good way for the students to carry out the communicative teaching practically and effectively. In foreign language teaching, language input cannot guarantee the language acquisition, while interaction, meaningful negotiation and language output are very crucial to language acquisition.
In a word, cooperative learning can promote language learning from the following aspects (He Anping, 2002: 36):
(1) It call let the students come into contact with real meaningful materials. And it creates negotiation communicative chances, which can make the students have learning activities on the premise of understanding language meaning.
(2) It can let the students have chances to use new language items and learned language knowledge functions.
(3) It can train the students’ communicative strategies, including how to ask a partner to clarify or prove, how to repeat and how to use some other ways to remedy the defect of their own expression, and etc.
(4) Students can learn something about the other subjects through language activities.
On the other hand, while we do research, we must have some educational theories guide us. After we study through practice, we can get some experience. Then the experience we get can enrich educational and teaching theories. That is to say, the cooperative learning, which is the outcome of educational reform, can work as a bridge and media between theory and practical experience. At the same time, it can promote the development of teaching innovation. It can make teaching go ahead scientifically. Therefore such a good recycle-practice-theory-practice will be built.
Cooperative learning has so many outstanding advantages that it has been laid stress on all over the world. “Cooperative learning is one of the most efficient methods in present educational theory, research and practice.” (Johnson et al, 2005: 32). Cooperative learning has been widely discussed in western countries since the 1970s. People tried to use the experimental study in teaching practice in middle school and primary school. At present cooperative learning is publicly used in America, Canada Israel, German, England, Australia, Japan etc.