INTRODUCTION
Before, we can consider this research work; we examine the role of language methods briefly. In history of language teaching, they are many methods that have important role in giving information to language learners. Khansir (2014b, p.259) mentioned that “with the development of language teaching over the world, many language methods emerged, syllabus designers, researchers and teachers tried to enable language learners to use the second or foreign language, however; they have provided essential techniques for each method for increasing the knowledge of language learners in language settings”. Ziahosseiny (2009) mentioned that a language method used in order to indicate to idea, belief, or theory that a teacher holds in her mind; it is used based on two principles, the first principles in linguistics and the other in psychology. History of English methods are divided into several methods have been used in order to help both teacher and learner to learn English language all over the world (Khansir, 2014a). An English teacher can use of his technique that sometimes consisted of different methods or a method in order to use of different kinds of classroom activity in teaching his students in ELT settings.In order to investigate how the two methods of cooperative learning namely, Group Investigation (GI) and Cooperative Integrated Reading and Comprehension (CIRC) in learning English will be happen , we consider first the cooperative learning and then go on to consider Group Investigation (GI) and Cooperative Integrated Reading and Comprehension (CIRC). Richards & Rodgers (2001) mentioned that cooperative learning in language learning is known as Collaborative learning (CL) and used as a part of a more general instructional approach. Note that this method involves pair and small groups of learners in their classroom. Olsen and Kagan (1992, p. 8) argued that “Cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others.” One of the main aim of cooperative language learning is to support working together in order to reach shared goals, and in other words, it focus on developing classrooms that foster cooperation rather than competition in learning. Richards & Rodgers (2001) emphasized that cooperative language learning is an approach designed based on foster cooperation rather than competition, in order to develop critical thinking skills, and to develop communicative competence through socially structured interaction activities, these can be regarded as the overall objectives of CLL Thus, Cooperative Integrated Reading and Composition is designed to develop reading, writing and other language skills, with the primary focus on reading and writing. In this technique, learners are grouped by the teacher, then, they are paired within their groups. Whenever there is a material to learn, the learners work first within their pairs and try to teach each other the new material, then, they pair up with another member of the group and help each other master the material and gain strategies such as oral reading, contextual guessing, summarizing, and asking questions. This process continues with each individual member from different groups pairing up with each other. Next, the learners comeback to their home groups and are evaluated based on the average performance of group members. In implementing this technique, the teacher plays a significant role in knowing the learners well, assigning them into suitable groups, using appropriate materials in terms of content, structure and adjusting the proper time; and in assessing the groups work (Durukan, 2010). Last group of this project is Group Investigation. This group encompasses four elements of investigation, interaction, interpretation and intrinsic motivation that function simultaneously.
