Procedures:
Step1: Four students are in the same group. Every group member writes a simple sentence on a piece of paper.
Step2: Pass the sentence to the next student in the same group. Try to improve other’s sentence by adding some adjectives.
Step3: Pass the sentence again. This time try to add some attributive or adverbial clauses to convey a more complex message.
Step4: Pass the sentence for the third time. Try to add some independent element too.
Step5: Pass it back to the originator. He/she then edits it into a reasonable and readable sentence. Script it and hand it in to the teacher.
Some examples: ①An elegant man with an untidy suit, carrying a large bag of cash, jumped over the broken fence, after which is a private garden, with ten muscle-bound dogs. In order to escape from a careless, dull-looking and easy-going policewoman.
②The well-known Cristian Vieri is the best forward in the history of football games. He’s really handsome-looking. He has a big face, long dark eyes, and even teeth. He is much more muscular than Alessandro Delpiero. He longs for kicking goals.
Remarks: The whole activity takes about 15 minutes, which ensures the participation of all the group members. It involves individual accountability, because everybody works for the sentence development, positive interdependence, and more importantly, face-to –face interaction and social skills are exercised when team members discuss for the best of the sentence either in content or in form.

4 Analysis of the experiment
This paper demonstrates the efficiency of cooperative learning in college English teaching, not only based on the proven theoretical foundations and examples but on the questionnaires handed down to the students of HNAU, which tells the benefits of cooperative learning by comparison and comments.
   The research aims to verify the appropriateness of cooperative learning in college English teaching, from the basic four integrity aspects of listening, speaking, reading and writing.
   The students are majoring in food technological science, juniors, from HNAU, totally 60 in number. Half of them have not access to the cooperative learning, while the rest of them have been acquaintance with this approach for one semester. All of them are guided by the same teacher.
    It seems useful to give a short personal history of the author’s involvement in practicing cooperative learning. As early as the topic has been decided, the author launched an experiment of cooperative learning in a class for a semester. Half of the students have touched upon this approach, while the rest haven’t. Thanks to Miss Shi, an English teacher, a postgraduate majoring in advanced education, the experiment is a success.
   When a new term started in October 2007, the author tried to practice cooperative learning in English in the class of food technological science. With the English teacher’s help, the author gradually gave them English class in this approach in terms of listening, reading, speaking and writing. At first, the author handed out a questionnaire to find out what problems lay in their English learning. After a semester, the same questionnaire was also for them to find out how much progress they have made in English learning by this approach.
4. 1 Analysis of questionnaire
   Data was collected from questionnaires and comments in this phase.
At the beginning of the project, the author designed a questionnaire (See Appendix B) in order to find out the difficulties and problems of English learning among those students. 50 sheets were distributed and 48 valid responses were returned. The questionnaire is consisted of four parts. The first part of the questionnaire reflects the listening ability and difficulties from 1 to 6 by ticking the response that most closely reflect their opinions: strongly agree (SA), agree (A), disagree (D), strongly disagree (SD). The following three parts reflect the ability and difficulties of speaking, reading and writing respectively.

        Table 1 A Questionnaire on Language Learning Ability and Difficulties
Questions SA A D SD
Listening
1.General conversation with native speaker. 2.1% 40.8% 46.9% 10.2%
2.General conversation with non-native speakers. 1% 65.3% 32.7% 1%
3. Daily conversation. 8．2% 83．7% 6.1% 2.1%
4.The English speaker speaks so fast that I can’t catch what he says. 8.2% 67.3% 24.5% 0
5. I can’t catch exact word when listening to tape. 24.5% 67.3% 6.1% 2.1%
6. I can’t understand some specific listening skills, eg. Intonation. 8.2% 63.3% 26.5% 2%
Speaking
7.General conversation with native speakers. 0 40.8% 51% 9.2%转贴于酷文网-论文下载中心 http://www.coolwen.net

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