【正文】 ructuring cooperative learning and will be successfully structured when group members perceive that they are closely correlated with each other in a way that one cannot succeed unless everyone succeeds. Group goals and tasks, therefore, must be designed and municated to students in ways that make them believe they sink or swim together. When positive interdependence is solidly structured, it highlights that (a) each group member39。s own and is the heart of cooperative learning. If there is no positive interdependence, there is no cooperation.2) Promotive interaction The second basic element of cooperative learning is, preferably facetoface. Students need to do real work together in which they promote each other39。s efforts to achieve. There are important cognitive activities and interpersonal dynamics that can only occur when students promote each other39。s knowledge to others, checking for understanding, discussing concepts being learned, and connecting present with past learning. Each of those activities can be structured into group task directions and procedures. Doing so helps ensure that cooperative learning groups are both an academic support system (every student has someone who is mitted to helping him or her learn) and a personal support system (every student has someone who is mitted to him or her as a person). It is through promoting each other39。 Johnson, 1995, cited in ), the procedures and skills for managing conflicts constructively are especially important for the longterm success of learning groups. Procedures and strategies for teaching students social skills may be found in Johnson (1991, 1993, cited in ) and Johnson and F. Johnson (1994, cited in ).5) Group processing The fifth basic element of cooperative learning is. Group processing exists when group members discuss how well hey are achieving their goals and maintaining effective working relationships. Groups need to describe what member actions are helpful and unhelpful and make decisions about what behaviors to continue or change. Continuous improvement of the processes of learning results from the careful analysis of how members are working together and determining how group effectiveness can be enhanced.From the above elaboration of CL, it can be seen that CL does not mean having students sit side—by—side at the same table to talk with each other. Nor does it mean having the students who finish first help the slower ones, nor assigning a report to a group of students wherein one student does all the work and the others put their names on the product. Johnson, Johnson and Smith (2007: 231) point out, although every time the teacher assigns students to work in group, teachers who fail to include these requirements encounter more difficulties with their students and their group activities and students’ academic achievement gains are less. Advantages of cooperative learning Developing learners’ autonomy CL promotes self—determination among students, helping them to bee more autonomous and self—controlled and less dependent upon outside authority (Boud, 2007: 261). In cooperative groups while working together, students learn greater autonomy gradually. They first rely on each other for direction and assistance, and over time, through leadership experiences in their groups, acquire greater independence in their own learning, and actively choose to use the resources of the teacher and other group members, rather than merely relying on them to get things done.They also bee much more responsible for their group’s learning. During their work, they build up a sense of partnership and friendship that allows them to work successfully with others in a cooperative way. They learn how to share materials as well as information. They learn how to take advice from others, hopefully, which will lead to learners taking the initiative in the process of learning and thereby being learner—dependent as opposed to teacher—dependent. The step to independence is one which gradually unfolds, as learners bee increasingly autonomous. Increasing selfconfidence and selfesteemSlavin (2007: 236) contended that students who participate in cooperative learning tend to like school better, to develop peer norms in favor of doing well academically, to develop feeling of individual control over their own fates in school and to develop a spirit of cooperative and concern for the welfare of others. In cooperative groups, learners have more opportunities to practise a wide variety of structures and vocabulary items through oral interaction, and to acquire knowledge of rules of appropriateness in different social and cultural contexts. Even shy, introvert students and students with limited language proficiency are encouraged to speak in target language due to the safety of small group (Sharan amp。 Johnson, 2007: 262). 4. Modern methods of cooperative learningAccording to Johnson. Johnson. and Stanne (2000, cited in Lv Peibin，2005), cooperative learning was actually a generic term that refers to numerous methods for organizing and conducting classroom instruction. Almost any teacher could find a way to use cooperative learning leaning that was congruent with his or her philosophies and practices. So many teachers use cooperative learning in so many different ways that the list of methods was impossibly exhaustive in his literature review.As Johnson. Johnson. and Stanne stated, the following ten had received the most attention as shown in table. (2000, cited in Lv Peibin, 2005)Researcher DeveloperDateMethodDe Vries amp。 JohnsonMid 1970sLearning Together(LT)Sharan amp。 JohnsonMid 1970sConstructive ControversyAronsonamp。 AssociatesLate 1970sStudents Teams Achievement Division (STAD)Cohen Early 1980sComplex InstructionSlavin amp。 AssociatesLate 1980sCooperative Integrated Reading amp。 meanwhile, they are motivated to support and show interest in one another’s work. Slavin (2007: 253) developed a mo