【正文】 lse39。s shoes.CL in the oral English activity enhances good relationship among students or between teacher and students. There are several reasons for this. Based on the students39。 answers to Question3, 5 and 7, the students argue that they feel care and love from groupmates in CL. In addition, their sense of group responsibility and honor has been promoted. The disadvantages for CL in oral English teaching(1) Teachers’ role being less importantSince it is a new teaching method, the teacher doesn’t understand very well, and the teacher’s related knowledge is also limited. As a result, he cannot control study discussion process among students. On the other hand, a big class capacity brings a great difficulty for teachers to organize and manage classrooms and has the certain negative influences on carrying on to the group CL effectively. Furthermore, nimble way of CL challenges the teacher39。s teaching management work.(2) The exclusion of students with poor academic performance from CL.The students with poor academic performance can not attend oral English CL activities. Even though some students are interested in the activity’s topic, they can not perform very well because of the limitation of vocabulary and the ability of expression. In these situations, CL cannot stimulate their learning English’s interest and raise their English proficiency.(3) The appraisal mechanism is not reasonable Appraisal is the essential and important link in the entire study process and is very important to CL. It is unable to track all groups’ preparatory work so as to judge their achievement by their final reports and damage students’ enthusiasm for group CL in oral English activity. Appraisal not for discussion processes but discussion results doesn’t help the individual’s allround development and isn’t in favor of the healthy development of CL.(4)CL distracts students’ attention and makes the class out of control easily.Because CL enables students to have free time to discuss, some students’ lack of selfdiscipline and their attention will be distracted. At times, the students with good academic performance will speak all the time and the weak will only listen and have no opportunity to talk.Conclusion Cooperative learning, a specific approach of municative methods for language teaching and a processoriented learning method,tendstotrain learners’ municative petence. It is effective in raising learners39。 awareness of responsibility of managing their own learning, in enhancing learners39。 presentation skills, and in improving their ability to solving problems.CL highlights the experience or process learning in which a learning atmosphere of shared partnership, a mon purpose and a joint management of learning might be provided. The essence of CL lies in the cooperation among learners inside and outside the classroom. CL also includes the cooperation between the teacher and the student and its major forms are teachers’ teaching, teacherstudent discussion and students’ group or pair discussion under teachers’ guidance.Despite the promising aspects of CL, specific problems have also been found in the implementation, which pose of a diversity of challenges for researchers and classroom teachers. Besides some practical obstacles in the classroom, big issues in the whole language teaching repertoire also need reconsideration. Presently, high schools in China are still overpowered and predominated by tests, by emphasis on academic achievement. So CL may be devalued by the institution. CL requires longterm planning and serious organizational considerations, in lowresourced Chinese context, unlimited and uninterrupted use of learning and teaching equipment seems inaccessible in present classrooms. The implementation of CL in oral English teaching is also related to cooperative teaching, since it is not sufficient for one individual researcher to carry out the research independently。 instead, it calls for teachers in cooperation to take part in this longterm project. Only through the incessant teachers’ professional development in the form of cooperative endeavor, CL carries steps progressively along the continuum of development.ReferenceJohnson, ., Johnson, . and Smith. . (1991a) Active Learning: Cooperation in the Classroom. Edina, MN: Interaction Book Co., 1991. (a)Johnson，D．W．，Johnson，R．J．，amp。 Hulubec，E．J. Circles of Learning：cooperation in the classroom. Edina, MN: interaction book pany. 1990李偉彬. 合作學習在英語口語教學中的應用，西南科技大學學報 第21卷第2期，2004：98101王坦. 合作教學的基本理念，中國教育報1995.，晉東南師范?？茖W校學報 第九卷第六期，2002：7073. 初中生學習的特點和方法， 2008Appendix 1關于合作學習情況的調查問卷親愛的同學： 本表是為了解有關你的合作學習情況而設計的。每個問題都無好壞之分。請你仔細閱讀，并按照實際情況填寫答案。在選擇答案時，要果斷，不要與別人商量。每個調查項后有五個答案1. 非常不同意 2. 不同意 3. 不清楚 4. 同意 5. 非常同意 請在你的問卷上寫上你的班級和性別。 多謝合作！序號 調查項 評價等級1在小組活動中,我們向著每個人的成功而努力1 2 3 4 52我為共同的成功而高興1 2 3 4 53我所受益的東西也會讓他人受益1 2 3 4 54我能自愿自覺地幫助他人1 2 3 4 55我積極參加小組活動1 2 3 4 56我對合作學習這種方式感興趣1 2 3 4 57我擔心自己沒有別人表現(xiàn)的好1 2 3 4 58我比其它同學做得好很重要1 2 3 4 59我只為自己的成功而努力.1 2 3 4 510確保沒有任何人比自己做的更好1 2 3 4 511我只為自己的成功而喜悅1 2 3 4 512我能做到對我自己的任務負責任1 2 3 4 513在合作學習中我和其它成員能相互監(jiān)控1 2 3 4 514我經(jīng)常對自己的學習進行評價 1 2 3 4 515我班小組合作學習后對其中探討問題進行全班交流1 2 3 4 516我班小組合作學習有明確的分工1 2 3 4 517我在小組合作學習過程中經(jīng)常發(fā)表自己的觀點1 2 3 4 518我所在的小組里,小組成員合作的很好1 2 3 4 519我所在的小組里,小組成員關系很好1 2 3 4 520我們能合作學習完成任務1 2 3 4 5Appendix 2英語學習情感因素調查表親愛的同學：本表是為了解你在英語學習中的學習動機、態(tài)度等情感因素而設計的。每個問題都無好壞之分。請你仔細閱讀，并按照實際情況填寫答案。在選擇答案時，要果斷，不要與別人商量。