In cooperative learning process, gradually, group members could obtain a healthy mental state, a positive interdependence with their partners, and also an expansion of their view。 While having a group work, students are supposed to face all the challenges, stress, as well as success together, thus they could adopt a stronger mind and a more optimistic attitude towards life。 While students are communicating with partners on the group work, understanding and trust would be used to develop their interdependence with others, which means a more reliable and stable relationship would be established in the class。 And also, while working on a common goal for a group, students are accessible to their partners’ different ideas, with which every inpidual may have an opener mind and come up with a unique opinion。

However, in daily teaching process, a phenomenon could be observed that even the same teacher and the same instruction could make a different product of one group work in the English class。 And student’s engagement in cooperative learning activities varies from person to person even in a same group。 Just as the different roles students choose in their groups, group members would have different degree of engagement in cooperative learning activities。

Obviously, above is the evidence that students could be a significant factor which influences the effectiveness of cooperative learning。 However, in the students-centered English class nowadays, few studies are conducted from the perspective of observing student’s role pision in cooperative learning。 Therefore, in this study, student’s role pision would be the main factor to be observed in the English class。 By analyzing the relationship among student’s role pision, role consciousness and the product of cooperation, suggestions would be given accordingly to improve the effectiveness of cooperative learning。 

1。2 Significance of the research

Slavin (1996) proposed that only when the group gets an anticipated product in cooperative learning activity, and every member performs best for their roles, could the whole process be called a successful cooperation。 Therefore, observing students’ role pision is necessary, and a more proper role pision among all the members would definitely be helpful to cooperation。 By exploring the current situation of student’s role pision, suggestions would be given from the perspective of role consciousness to stimulate a better role pision and then promote the efficiency of cooperative learning。 

As early as 1955, Miller indicated, “the objective of role awareness needs precise formulation, and the techniques for its application need to be developed”。 Positive and strong role consciousness can effectively improve the efficiency of students’ learning process。 Thus, by increasing student’s role consciousness, students would cooperate spontaneously and efficiently。 Gradually, cooperative learning becomes not only a way of English study but a lifestyle and value to all the students, which meets the requirement of the National English Curriculum (Version 2011)。

Therefore, this study can provide both theoretical and practical significance。 Theoretically, the suggestions proposed in this study would be helpful for those teachers who are eager to promote the cooperative learning efficiency。 And also it would be the theoretical basis for people to make a further research on the relationship between student’s role pision and cooperative learning process。 As for the practical significance, by applying the suggestions into grouping and role pision, teachers could guide the cooperative learning process in a more efficient way, which may benefit student’s English study。 And as middle school students are in the key period of physical and mental development, developing their role consciousness and the awareness of cooperating is necessary for their further development  八年级学生在合作学习中的角色分工(3):http://www.youerw.com/yingyu/lunwen_196040.html