Developing cooperative learning in efl contents. Introduction

The Output Hypothesis (Swain, 1985) proposes that in order for learners to increase their second language proficiency, they need to generate output, that is, produce language via speech or writing and receive feedback on the comprehensibility of their second language output. Input is necessary, but according to this hypothesis not sufficient for language learning. Output is seen to be another essential as it promotes fluency; pushes students to engage in syntactic processing of language (rather than only attending to meaning); gives students opportunities to test their hypotheses about what works and is acceptable in a particular language and affords students opportunities to receive feedback from others.
Cooperative learning, in contrast to teacher-fronted instruction, provides the possibility of a large increase in students' opportunities to create output, as many students are talking simultaneously, instead of one person, normally the teacher, doing all the talking. In cooperative learning, group interaction is structured in an attempt to balance the opportunities that each student has for creating output. This contrasts with the situation often seen in group activities in which more student talk exists, but a relatively small group of students take most of the speaking turns.

CONCLUSION
In the research paper I tried to deal with role of cooperative learning and highlight its importance in learning language. My aim was to emphasize that 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.
I also dealt with motivation as an essential factor for language learners and classified its types – extrinsic and intrinsic, with the emphasis on the teacher´s personality which influences the students´ willingness to participate actively in the learning process. I mentioned native speakers as a great source for our teaching practice and described the ways they may encourage the students to carry on studying a foreign language together in a friendly atmosphere.
To feel confident while learning a foreign language, the students are supposed to be put in a „safe environment“. This prevents them from embarrassement or anxiety when they are asked to express themselves. I tried to explain this term and suggested possible ways to decrease students´ concern about learning language. Due to students´ different personalities and also abilities to speak a foreign language, I dealt with pair work and group work as the ways of organizing the class. I mentioned the advantages of this kind of work, especially reducing tension in class, creating a pleasant atmosphere and building up students´ independence and confidence. Cooperative learning was evaluated as more useful since it is closer to real-life situations and dealing with them is the main aim that the students are heading for.
In the practical part of my thesis I mentioned the advantages of cooperative learning as well as different techniques for correcting mistakes in either accuracy or fluency communicative activities and also described the roles of a teacher and requirements which he or she has to fulfil to manage the roles successfully.
In short, recent foreign language teaching/learning researches have shifted their focus towards innovative methods which encourage learners' autonomy and responsibility for their own learning process. In this sense, CL has been developed to assist learners to change their statutes to be active participants instead of passive members and to get involved in what they are doing to achieve successfully their objectives. This teaching technique tries to help teachers, to adopt the new roles they are supposed to perform in order to obtain satisfactory results. They are expected to supervise, advise and cooperate with learners, taking into consideration their needs, their intellectual abilities and their learning styles to fulfil the set goals.
Although cooperative techniques demand more efforts from both teachers and learners, they are believed to be of great effectiveness on learners' acquisition of the foreign language as compared to the whole-class instructional approaches and, therefore, are called to be applied in language classes to enhance and increase the use of the target language since group work emphasises communication, interaction and assistance among team members.