第一章绪论
合作学习的理论和实践两方面有着悠久的历史，许多研究人员以不同的方式已经给CL定义了很多概念。根据这些定义，本文作者认为CL是一个成功的教学策略。It makes full use of the dynamic elements in class and takes groupwork as its basic form. The group members will negotiate and inquire in order tofulfill a learning task cooperatively and the teacher will make assessments accordingto the achievements gained by the group.
1.1 The current situation of business English negotiationteaching in higher vocational technical colleges目前高等职业技术学院的商务英语谈判教学情况
Business English has witnessed great advancement in the past two decades andattracted increasing interest and awareness. It must be seen in the overall context ofEnglish for Specific Purposes (ESP). Business English Negotiation Course (BENC) isone of the most important courses of ESP, which differs from English for GeneralPurposes (EGP). This course is the final practice of business English learning whoseobjective is to cultivate practical and technical interdisciplinary business Englishtalents and students' negotiation ability under foreign business environment.
To becapable of the future job, the students should master the negotiation skills andcross-cultural knowledge and learn to use English in foreign trade communication.However, business English negotiation teaching has many problems.One of the problems is the single teaching mode. The teaching method manyteachers for ESP adopt can not fulfill the teaching objective of BENC. Teachers adoptthe Grammar Translation method to guide their teaching, while the students just sitthere and listen to them. But higher vocational basic requirements on English teachingrequires higher vocational English teaching should follow the practical and sufficientprinciple and specialized course teaching should put stress on pertinence andapplication, but because of the restrict of the traditional teaching, part of the highervocational technical colleges still use the traditional teacher-centered teaching pattern. Consequently, textbook learning and social practice cannot effectively be combined,which leads to the serious separation of theory and practice. The second problem isthe lack of teachers with inter-disciplinary knowledge in some higher vocationaltechnical colleges. The teachers in the specific field do not understand the realbusiness environment and lack the enterprise or company working experience. Thethird one is the exam standard. At present, the test system of BENC in our country isshort of a unified, concrete operating standard. Many teachers usually rely on thesubjective judgment and the spoken language test becomes a form, so it can not reallytest out students' practical English skills and communication skills.
1.2 Importance and necessity of the study 重要性和必要性研究
As already mentioned, a new higher vocational educational model in businessEnglish negotiation teaching is needed and this new model requires a differentteaching theory that can guide the current teaching. CL theory is one of the mostwidely applied teaching theories. It originates in America in 60-70s of 20th centuryand later was adopted widely all over the world in primary schools, middle schoolsand colleges, etc. Nowadays it has been practiced and investigated "in everyimaginable subject, such as reading, arithmetic, the acquisition of a second language, and the study of the social and natural sciences" (Slavin, 1991:89). Researches on CLdemonstrated a lot of positive results, including; better academic gains, improvedcommunicative ability and enhanced cooperative spirit and so on. CL has also gainedgreat development since it was introduced to China in the 1990s. Scholars at home (LiLanping, 1999， Wang Suiping and Yang Jie, 1995) have applied CL to foreignlanguage class teaching, showing CL has positive significance in many aspects offoreign language teaching. However, there is a lack of study on CL application toBusiness English Negotiation teaching in HVTC in the literature. Most studies focuson primary and high schools, colleges or univer
