Developing cooperative learning in efl contents. Introduction

Investigation of the theme: The research is founded on fundamental works of well-known scholars such as Salomatov K.I, Hoshimov O. , Yoqubov I. Gillies R. M., Ashman A., and Terwel J., Hijzen D., Boekaerts M., and Vedder, P., Hilke E. V., Johnson D. W., Johnson R. T., & Stanne, M. B.,Kagan S.,Krashen S. D., & Terrell T. D., Liang X., Mohan B. A., & Early M., Long M. H., & Porter P. A., PavlenkoA., & Lantolf J. P., PicaT., Senge P., Sharan S., Shachar H., & Levine T., Sharan Y., Slavin R. E.,Swain M. , S. Gass & C. Madden (Eds.), Vygotsky L.S.,Wheatley M. J. and many others.
The aim of the theme. Cooperative learning is a teaching strategy involving children's participation in small group learning activities that promote positive interaction. This study discusses the reasons for using cooperative learning in centers and classrooms, ways to implement the strategy, and the long-term benefits for children's education.
The object of the theme: building and promoting cooperation at primary schools
The subject of the theme is cooperation building strategies, factors to make students learning language easy.
The tasks of the theme .

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  To study, analyze, and sum up the role of cooperative learning in learning foreign languages;
  
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  To analyze the major results achieved in the studied field;
  
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  To examine the effects of cooperative learning instruction on the students' performance. It investigates whether students' engagement in interactive activities would have a positive impact and, thus, would improve their academic achievement.
  

The methodological ground of the theme consist of the theoretical books and scientific articles of scientists and linguists in the sphere of linguistics, methodology, psychology, socio-linguistics etc.
The following methods of inquiry were used in research work: comparative and qualitative analysis.
Theoretical significance of the theme. The purpose of this paper is to improve teaching methods to obtain satisfactory learning results. In addition, we want our learners to be as proficient and accurate as possible when expressing themselves, either in writing or in speaking. Moreover, we aim at facilitating the acquisition of the English temporal system and reducing as much as possible learners' errors.