Cooperative learning is an important component in the climate system， and plays a key role in English vocabulary teaching in junior middle school. Brown （2001） demonstrated that cooperative learning required students to work together in pairs or groups， so they could help each other to accomplish tasks and to achieve team goals successfully. Similarity， Ma and Bai （2015） claimed that cooperative learning as a good teaching strategy and is effective under well-defined conditions. However， the main challenge is that the application of cooperative learning is not yet well implemented in the curriculum of teachers. Consequently， the purpose of this study is going to explore the relationship between cooperative learning and vocabulary teaching in a cohort of students who are enrolled in Grade 2 of junior middle school in China. A combination of quantitative and qualitative methods is used for data analysis The test consists of 120 students and last around one year.
　　The relevance of this results is supported by the current findings. In order to determine the difference between the treatment group and the control group， a longitudinal study was performed for one and a half years that gathered data for multiple tests and enabled a cross-sectional comparison of groups. Taken together the results of the three tests， two questionnaires and interviews strengthened the idea that cooperative learning improves vocabulary learning and creates a relaxed learning environment which is conducive to the active participation of students and boosts the interest of learning English. Additionally， the cooperative spirit of students is stimulated this way. Therefore， based on these theories， the teacher can change the traditional teaching methods and encourage the students to learn in group settings.

References：

　　[1]Brown， H. D..Teaching by principles： An interactive approach to language pedagogy[J]. London： Pearson Education，2001.
　　[2]Ma， X. X.，