1. On Learners’ Cooperative Learning
Abstract: The research aim is to motivate the positive effects of cooperative learning on learner achievement. Many experts believe that successful language “teaching-learning” depends upon the willing co-operation of the participants in the interaction and agreement between teachers and learners as to the goals of their interaction. The subjects who participated in this research are 86 freshmen of 2004 grade at the Gardening Department of School of Science & Technology, Shandong Agricultural University. The learners ranged from years of age.

2. In the case of task-based interaction, the teaching method focus is on the accomplishment of the task and cooperative learning is a student-centered teaching model is used. At first, teachers have the learners understand the importance of cooperation in language learning and every learner has an opportunity to produce the target language while completing the learning task. In this way their interest ,self-confidence and intrinsic motivation have been constructed. Apparently, Intrinsic motivation is superior to extrinsic.

3. The approach includes task-based interaction in cooperative learning and characteristics of cooperative learning. The learning task is based on interaction and reciprocal interdependence among the group members and requires mutual help. In this educational approach, the learners and the teachers are in a state of dynamic cooperation, together building up an intimate learning and social atmosphere in the classroom. Cooperative learning is to complete a learning task cooperatively.

4. (2) there is some communication problem to solve;
These meanings are following:
meaning is primary;
(2) there is some communication problem to solve;
(3) to design some sort of relationship to comparable real-world activities;
(4) task completion has some priority;
(5) the assessment of the task is in terms of outcome.

5. Interactive tasks are considered particularly beneficial, especially the information-gap type (it is the existence of a lack of information among participants working on a common problem), in which learners have to transfer information to a partner who does not have it. These tasks rely on a successful transfer of meaning in order to be completed, and supposed to focus the learners’ attention more closely on the comprehensibility of the language that they and their partners are using, thus increasing the likelihood that interlanguage forms are pushing towards target language norms.

6. By learning in pairs and small groups, they feel it easier to make them heard, views listened to and be valued. They regard that they should learn a lot from student-to-student interaction and their creativity can be well cultivated, and the teacher becomes a facilitator of learning who focuses on the learning process by encouraging cooperation among the learners and the teachers build a positive, friendly, supportive relationship with the learners, which improves their achievement. From a cognitive perspective, the positive effects of cooperative learning on learners enhances learning autonomy, communication competence, intrinsic motivation and self-confidence through structured activities and achieve effective English teaching and learning.

7. Thank You!