| Abstract | 第1-10页 |
| 中文摘要 | 第10-12页 |
| List of Abbreviations | 第12-13页 |
| Chapter One Introduction | 第13-19页 |
| ·Background of the study | 第13-15页 |
| ·The current situation of English language learning in China | 第13页 |
| ·The problems in current English language teaching classrooms | 第13-15页 |
| ·The present situation of large-class English language teaching in professional college | 第15页 |
| ·Thesis Statement | 第15-17页 |
| ·Purpose of the study and research questions | 第17页 |
| ·Approach to the study | 第17页 |
| ·Organization of the paper | 第17-19页 |
| Chapter Two Literature Review | 第19-36页 |
| ·The Introduction of Cooperative Learning | 第19-20页 |
| ·Theoretical Background | 第20-25页 |
| ·The input hypothesis | 第21-22页 |
| ·Social cultural theory | 第22-23页 |
| ·Piaget’s Theory of Cognitive Development | 第23-24页 |
| ·The Affective Filter Hypothesis | 第24页 |
| ·The Output Hypothesis | 第24-25页 |
| ·Research on cooperative learning | 第25-29页 |
| ·Definitions | 第25-26页 |
| ·Johnson and Johnson’s Definition | 第26-27页 |
| ·Slavin’s Definition | 第27页 |
| ·Calderon’s Definition | 第27-28页 |
| ·Vermette’s Dennition | 第28页 |
| ·Summary of the Definitions | 第28-29页 |
| ·Essential Factors for Successful Cooperative Learning | 第29-31页 |
| ·Positive Interdependence | 第29页 |
| ·Face-to-Face Interaction | 第29-30页 |
| ·Individual Accountability | 第30页 |
| ·Social Skills | 第30页 |
| ·Group Processing | 第30-31页 |
| ·Cooperative Learning and Traditional Frontal Instruction | 第31-32页 |
| ·The Feature of Traditional Frontal Instruction | 第31页 |
| ·Comparison between Cooperative Learning and Traditional Frontal Instruction | 第31-32页 |
| ·Methods and Approaches of Cooperative Learning | 第32-36页 |
| ·Learning Together | 第32-33页 |
| ·Group Investigation (GI) | 第33-34页 |
| ·Teams-Games-Tournaments (TGT) | 第34页 |
| ·Student-Teams-Achievement Division (STAD) | 第34页 |
| ·Team-Assisted Individualization or Team-Accelerated Instruction (TAI) | 第34-35页 |
| ·Cooperative Integrated Reading and Composition (CIRC) | 第35-36页 |
| Chapter Three Methodology | 第36-53页 |
| ·Hypothesis | 第36-37页 |
| ·Subject selection | 第37-39页 |
| ·Data Collection Methods | 第39-43页 |
| ·Questionnaire | 第39-41页 |
| ·Pre-test | 第41页 |
| ·Interview | 第41-42页 |
| ·Learning and Teaching Journals | 第42-43页 |
| ·Research procedures | 第43-50页 |
| ·Preparation for experiment | 第43-46页 |
| ·Classroom cooperative learning organization | 第46-50页 |
| ·In / After-class activities performance analysis | 第50-53页 |
| Chapter Four Data Analysis And Discussion | 第53-62页 |
| ·Implementation | 第53页 |
| ·Analysis | 第53-54页 |
| ·Pretest | 第54-55页 |
| ·Posttest | 第55-56页 |
| ·Analysis of Questionnaire | 第56-60页 |
| ·Analysis of Questionnaire 1 | 第56-58页 |
| ·Analysis of Questionnaire 2 | 第58-60页 |
| ·Pros and Cons of CL Referring to Students’Comments | 第60-62页 |
| ·Agreements on Implementing CL for CET Class | 第60-61页 |
| ·Disagreements on Implementing CL for CET Class | 第61-62页 |
| Chapter Five Findings and Implications | 第62-72页 |
| ·Major Findings | 第62-64页 |
| ·Issues concerned with cooperative learning | 第64-66页 |
| ·Achievements of Implementing CL for CET | 第66-69页 |
| ·Student-centered Teaching Model | 第66-67页 |
| ·Active and Harmonious Learning Atmosphere | 第67页 |
| ·Students’Awareness of Participation | 第67-68页 |
| ·Students’Psychological Changes | 第68-69页 |
| ·Reform of the Students’Learning Habits | 第69页 |
| ·Pedagogical Implications | 第69-72页 |
| Chapter Six Conclusion, Limitations and Suggestions | 第72-75页 |
| ·Conclusion | 第72-73页 |
| ·Limitations of the present study | 第73-74页 |
| ·Suggestions for further research | 第74-75页 |
| Bibliography | 第75-79页 |
| Appendices | 第79-92页 |
| Acknowledgements | 第92-93页 |
| Published Paper | 第93页 |
