| Abstract | 第1-10页 |
| 内容摘要 | 第10-12页 |
| Chapter One Introduction | 第12-16页 |
| Chapter Two Affect and Its Important Role in FLL & T | 第16-31页 |
| ·Clarification of Affect | 第16-18页 |
| ·Linguistic Perspective | 第18-19页 |
| ·SLA Perspective | 第19-23页 |
| ·Krashen's Monitor Model | 第20-21页 |
| ·Gardner's Socio-Educational Model | 第21-23页 |
| ·Psychological Perspective | 第23-30页 |
| ·Humanism | 第24-26页 |
| ·Abraham Maslow | 第24-25页 |
| ·Carl Rogers | 第25-26页 |
| ·Constructivism | 第26-30页 |
| ·Summary | 第30-31页 |
| Chapter Three Prior Studies on Affective Factors | 第31-48页 |
| ·Motivation | 第31-36页 |
| ·The Concept of Motivation | 第31-34页 |
| ·Classifications of Motivation | 第34-35页 |
| ·Summary and Implications to FLT | 第35-36页 |
| ·Attitude | 第36-39页 |
| ·Self-Esteem | 第39-41页 |
| ·Anxiety | 第41-47页 |
| ·The Concept of Anxiety | 第41-42页 |
| ·Sources of Language Anxiety | 第42-45页 |
| ·Summary and Implications to FLT | 第45-47页 |
| ·Summary | 第47-48页 |
| Chapter Four CL and Affective Factors | 第48-63页 |
| ·A Survey of CL | 第48-53页 |
| ·Definitions and Elements of CL | 第48-51页 |
| ·CL vs. Traditional Models of Teaching | 第51-53页 |
| ·Rationales for Employing CL in Foreign Language Classrooms | 第53-59页 |
| ·Rationale from Affective Factors | 第53-56页 |
| ·Increasing Motivation | 第54页 |
| ·Forming Positive Attitude | 第54-55页 |
| ·Increasing Self-Esteem | 第55-56页 |
| ·Reducing Debilitating Anxiety | 第56页 |
| ·Rationale from Input, Output and Context | 第56-59页 |
| ·Providing Comprehensible Input | 第56-57页 |
| ·Providing Opportunities for Output | 第57页 |
| ·Providing Communicative Context | 第57-59页 |
| ·Educational Considerations | 第59-63页 |
| ·An Aid to Whole-Person Development | 第59-60页 |
| ·Social Claim | 第60-61页 |
| ·Practical Reason | 第61-63页 |
| Chapter Five Implementing CL in the Teaching of College English | 第63-77页 |
| ·Strategies for Facilitating CL | 第63-65页 |
| ·Preparing Learners for Cooperative Tasks | 第63-64页 |
| ·Starting with Easy-to-Do CL Activities | 第64页 |
| ·Group Arrangement | 第64-65页 |
| ·Time for Group Assessment | 第65页 |
| ·Implementing Cooperative Activities in the Classroom | 第65-71页 |
| ·Think-Pair-Share | 第65-66页 |
| ·Jigsaw | 第66-67页 |
| ·Group Investigation | 第67-68页 |
| ·Student Teams Achievement Division | 第68页 |
| ·Role-Play | 第68-69页 |
| ·Cooperative Writing and Peer Response | 第69-70页 |
| ·Dictogloss | 第70-71页 |
| ·Evaluations of CL | 第71-74页 |
| ·Developing Learners' Communicative Competence | 第71-72页 |
| ·Developing Learners' Higher Order Thinking and Metacognitive Competence | 第72-73页 |
| ·Developing Learners' Affective Competence | 第73页 |
| ·Developing Learners' Interpersonal Competence | 第73页 |
| ·Developing Learners' Autonomy | 第73-74页 |
| ·Cultivating a Sense of Cooperation | 第74页 |
| ·Constraints on CL | 第74-77页 |
| ·Culture Expectations of Appropriate Roles of Teachers and Learners | 第75页 |
| ·Over-Reliance on the First Language | 第75页 |
| ·Backward Effect of CET | 第75-77页 |
| Chapter Six Conclusion | 第77-79页 |
| Bibliography | 第79-86页 |
