| Chapter 1 Introduction | 第1-12页 |
| ·The Present Situation of Language Teaching in China | 第8页 |
| ·Teaching in Large Classes | 第8-10页 |
| ·Collaborative Learning | 第10-12页 |
| Chapter 2 The Literature Review | 第12-24页 |
| ·What is CL? | 第12-13页 |
| ·What Makes CL Groups Work? | 第13-15页 |
| ·Understanding the Essence of CL | 第13页 |
| ·Basic Elements of CL | 第13-15页 |
| ·Why is CL Used? | 第15-18页 |
| ·Differences between CL and Competitive and Individualistic Method | 第15-16页 |
| ·Differences between CL Groups and Traditional Learning Groups | 第16-17页 |
| ·Differences between CL and the Traditional Teacher-Fronted Classroom | 第17-18页 |
| ·What Characterizes CL? | 第18-20页 |
| ·Some Characteristics of CL | 第18-20页 |
| ·Some Role-Changes of CL | 第20页 |
| ·What Are the Strategies of CL? | 第20-22页 |
| ·How Is CL Applied in Language Learning? | 第22页 |
| ·What Do We Know about CL Efforts? | 第22-24页 |
| Chapter 3 Theoretical Underpinnings | 第24-31页 |
| ·Psycho-Educational Theory | 第24-27页 |
| ·Implications of Piagetian Theory | 第24-25页 |
| ·Implications of Vygosky's Theory | 第25-27页 |
| ·Meta-cognition | 第27页 |
| ·Second Language Acquisition Theory | 第27-31页 |
| ·Individual Learner Differences (IDs) | 第27-28页 |
| ·Communicative Language Teaching | 第28-29页 |
| ·Krashen's Hypothesis | 第29-31页 |
| Chapter 4 Some Backgrounds of the Empirical Study | 第31-37页 |
| ·The Definition of A 'Large Class' | 第31页 |
| ·Attitudes towards Teaching English in Large Classes | 第31-32页 |
| ·Students' Responses | 第32-33页 |
| ·Problems Commonly Perceived with English Teaching in Large classes | 第33-34页 |
| ·The Teaching Method for Large English Classes | 第34-35页 |
| ·Add Active Learning and Interaction to Large Class | 第35-37页 |
| Chapter 5 Research Methodology | 第37-59页 |
| ·Research Questions | 第37页 |
| ·Subjects | 第37-39页 |
| ·Instruments and Data Collection | 第39-41页 |
| ·Tests | 第39-40页 |
| ·Questionnaire | 第40-41页 |
| ·Transcription and Coding | 第41页 |
| ·Interview | 第41页 |
| ·Research Procedure | 第41-59页 |
| ·Step One: Pre-Class Preparation | 第41-42页 |
| ·Step Two: Classroom Management | 第42-48页 |
| ·Step Three: The Structural Approach | 第48-55页 |
| ·Question Designing | 第55-56页 |
| ·Different Roles in CL Large Class | 第56-59页 |
| Chapter 6 Data Analysis and Findings | 第59-75页 |
| ·Data Collection and Analysis | 第59-66页 |
| ·Data Analysis on the Questionnaires | 第59-63页 |
| ·Data Analysis on Test Scores | 第63-65页 |
| ·Analysis on Transcription and Coding | 第65-66页 |
| ·Findings and Conclusion | 第66-75页 |
| ·Benefits of CL in large Language Teaching class | 第66-69页 |
| ·Barriers to Implementing CL in Large Class | 第69-71页 |
| ·Implications for Large Class English Teaching | 第71-73页 |
| ·Limitations of the Research | 第73页 |
| ·Suggestions for Further Research | 第73-75页 |
| Appendixes | 第75-84页 |
| Appendix Ⅰ | 第75-76页 |
| Appendix Ⅱ | 第76-78页 |
| Appendix Ⅲ | 第78-79页 |
| Appendix Ⅳ | 第79-81页 |
| Appendix Ⅴ | 第81-82页 |
| Appendix Ⅵ | 第82-84页 |
| Bibliography | 第84-88页 |
