| 摘要 | 第1-5页 |
| Abstract | 第5-11页 |
| Introduction | 第11-16页 |
| Chapter 1 The Importance of Implementing Collaborative Learning out of Class | 第16-37页 |
| ·Present Situation of College English Teaching | 第16-21页 |
| ·Surprisingly Increasing Enrollment and Its Side Effects | 第16-17页 |
| ·Lacking Language Environment | 第17-18页 |
| ·Limitations of the Researches on CET | 第18-21页 |
| ·The Importance of Monitoring and Supporting English Learning out of Class | 第21-23页 |
| ·Researches on Collaborative Learning | 第23-36页 |
| ·Definition of Collaborative Learning | 第24-27页 |
| ·Collaborative Learning Vs Cooperative Learning | 第27-28页 |
| ·Benefits of Collaborative Learning | 第28-29页 |
| ·Techniques Applied in Collaborative Learning | 第29-32页 |
| ·Evaluation in Collaborative Learning in Classroom Instruction | 第32-36页 |
| ·Summary | 第36-37页 |
| Chapter 2 Theoretical Basis of Implementing Collaborative Learning out of Class | 第37-49页 |
| ·Vygotskian Theory's Emphasis on the Need for a Collaborative Learning Environment | 第37-40页 |
| ·Dialogue Leading to Mutual Regulation and Problem Solving | 第37-39页 |
| ·Scaffolding and Working in Students' Zone of Proximal Development Turning School Teaching More Effective | 第39页 |
| ·Connecting School Learning to Everyday Life | 第39-40页 |
| ·The Learning Theory of Social Constructivism | 第40-42页 |
| ·Getting Information ≠ Learning | 第40-41页 |
| ·The Social Nature of Language Learning | 第41-42页 |
| ·Foundational and Non-foundational Knowledge in Brufee's Theory | 第42-44页 |
| ·Divisions of Foundational and Non-foundational Knowledge | 第42-43页 |
| ·Features of Non-foundational Education | 第43-44页 |
| ·Maslow's Hierarchy of Human Needs and Language Teaching | 第44-47页 |
| ·The Communicative Nature of Language Learning | 第47-49页 |
| Chapter 3 An Empirical Study on Implementing Collaborative Learning out of Class | 第49-59页 |
| ·Purpose of the Experiment | 第49-50页 |
| ·Subjects in the Experiment | 第50页 |
| ·Instruments | 第50-52页 |
| ·Pre-experiment Questionnaire | 第51页 |
| ·Post-experiment Questionnaire and an Interview | 第51-52页 |
| ·Treatment | 第52-58页 |
| ·Group Organization | 第52-53页 |
| ·The Procedure | 第53-57页 |
| ·Techniques Applied in the Experiment | 第57-58页 |
| ·Summary | 第58-59页 |
| Chapter 4 Data Analysis and Discussion | 第59-68页 |
| ·Questionnaire Investigation and Its Analysis | 第59-65页 |
| ·Analysis of the Results of Questionnaire Ⅰ | 第59-62页 |
| ·Analysis of the Results of Questionnaire Ⅱ | 第62-65页 |
| ·An Interview and Its Analysis | 第65-67页 |
| ·Summary | 第67-68页 |
| Chapter 5 Major Findings and Pedagogical Implications | 第68-77页 |
| ·Major Findings | 第68-72页 |
| ·Merits | 第68-71页 |
| ·Increasing Students' Interaction in English out of Class | 第68-69页 |
| ·Creating a Favorable Atmosphere out of Class | 第69页 |
| ·Enhancing Metacognitive Awareness | 第69-70页 |
| ·Developing Communicative Competence | 第70页 |
| ·Deepening Teacher-student and Student-student Understanding | 第70-71页 |
| ·Major Problems | 第71-72页 |
| ·Conflicts Produced by English Proficiency | 第71-72页 |
| ·Leader-centered Group Learning | 第72页 |
| ·Pedagogical Implications | 第72-75页 |
| ·English Learning out of Class as Part of CET | 第73页 |
| ·Classroom as a Bridge | 第73页 |
| ·Creating Stimulated Learning Atmosphere out of Class | 第73-74页 |
| ·Changing Student Roles and Teacher Roles | 第74-75页 |
| ·Limitations of the Research | 第75-76页 |
| ·Suggestions for Further Researches | 第76页 |
| ·Summary | 第76-77页 |
| Conclusion | 第77-79页 |
| Bibliography | 第79-85页 |
| Appendix Ⅰ | 第85-86页 |
| Appendix Ⅱ | 第86-87页 |
| Appendix Ⅲ | 第87-88页 |
| Appendix Ⅳ | 第88-89页 |
| Appendix Ⅴ | 第89-90页 |
| Acknowledgements | 第90-91页 |
| 原创性声明 | 第91页 |
