| 摘要 | 第1-5页 |
| Abstract | 第5-10页 |
| Introduction | 第10-16页 |
| Chapter 1 Literature Review | 第16-29页 |
| ·Cooperative learning | 第16-21页 |
| ·Definition of cooperative learning | 第16-18页 |
| ·Basic elements of cooperation | 第18-21页 |
| ·Positive interdependence | 第19页 |
| ·Individual and group accountability | 第19页 |
| ·Promotive face-to-face interaction | 第19-20页 |
| ·Interpersonal and small group skills | 第20页 |
| ·Group processing | 第20-21页 |
| ·Task-Based Language Teaching | 第21-25页 |
| ·Definition of task | 第21-24页 |
| ·Task-based language teaching | 第24-25页 |
| ·Cooperative learning of senior English on the basis of TBLT | 第25-29页 |
| ·Learners, the center of teaching and learning | 第26页 |
| ·Situations, the pillars of learning process | 第26-27页 |
| ·Tasks, the main stream | 第27-28页 |
| ·Cooperation, the principle of learning | 第28-29页 |
| Chapter 2 Theoretical Underpinnings | 第29-36页 |
| ·Theory of linguistics: Systematic-Functional linguistics | 第29-30页 |
| ·Research outcomes of SLA: acquisition and interaction theories | 第30-31页 |
| ·Learning theory: social constructivist theory | 第31-33页 |
| ·Sociological theoretical underpinning: social interdependence theory | 第33-34页 |
| ·Summary | 第34-36页 |
| Chapter 3 Implementation Pattern of CL of SE on the Basis of TBLT | 第36-58页 |
| ·Preparations before implementation | 第36-43页 |
| ·Structuring cooperative situation | 第36-40页 |
| ·Dividing learners into Groups | 第36-37页 |
| ·Clarification of cooperative groups | 第37-38页 |
| ·Strategies of cooperative learning | 第38-40页 |
| ·Arrange the classroom | 第40页 |
| ·Designing cooperative learning tasks | 第40-43页 |
| ·Planning instructional materials | 第40-41页 |
| ·Principles of designing CL tasks | 第41-43页 |
| ·Procedures of classroom teaching | 第43-46页 |
| ·The pre-task phase | 第43-44页 |
| ·The during-task phase | 第44-45页 |
| ·Post-task activities | 第45-46页 |
| ·Assessment and evaluation of teaching and learning | 第46-58页 |
| ·Principles of evaluation | 第47-49页 |
| ·Combination of the main body role of learners and the prominent role of the teacher | 第47页 |
| ·Emphasis on both the process and result of learning | 第47-48页 |
| ·Integration of comprehensive criteria of evaluation with unique characteristics of learners | 第48页 |
| ·Combination of scientific and feasible assessment | 第48页 |
| ·Assessment with direction | 第48-49页 |
| ·Techniques | 第49-58页 |
| ·Observation, intervention and monitoring | 第49-50页 |
| ·Group processing | 第50-52页 |
| ·Assessment and Evaluation | 第52-58页 |
| Chapter 4 Research Methodology | 第58-64页 |
| ·Research questions | 第58页 |
| ·Subjects and context | 第58-59页 |
| ·Experimental procedures | 第59-64页 |
| ·Questionnaires | 第60页 |
| ·Learner training | 第60-61页 |
| ·Pre-tests and post-tests | 第61-62页 |
| ·Interviews | 第62-64页 |
| Chapter 5 Data Analyses and Discussion | 第64-76页 |
| ·Data analyses of the questionnaires | 第64-67页 |
| ·Data grouping of the interviews | 第67-68页 |
| ·Advantages | 第68页 |
| ·Suggestions | 第68页 |
| ·Data analyses of test scores | 第68-71页 |
| ·Data analyses of total test scores | 第69-70页 |
| ·Data analyses of spoken test scores | 第70页 |
| ·Data analyses of written test scores | 第70-71页 |
| ·Summary of the findings | 第71-76页 |
| ·Advantages of CL on the basis of TBLT | 第71-75页 |
| ·Students, center in learning | 第72页 |
| ·More English practice opportunities | 第72-73页 |
| ·Promoting active learning | 第73页 |
| ·Acceleration of meta-cognitive awareness | 第73页 |
| ·Creation of a positive affective atmosphere | 第73-74页 |
| ·Stimulation of critical and higher order thinking skills | 第74-75页 |
| ·Barriers to implementing CL on the basis of TBLT | 第75-76页 |
| ·Teacher's professional level | 第75页 |
| ·Time crisis | 第75页 |
| ·Practical evaluation system of today | 第75-76页 |
| Conclusion | 第76-77页 |
| Bibliography | 第77-80页 |
| Appendix 1 Pre-tests scores | 第80-81页 |
| Appendix 2 Questionnaire 1 | 第81-82页 |
| Appendix 3 Questionnaire 2 | 第82-84页 |
| Appendix 4 Post-tests scores | 第84-85页 |
| Acknowledgements | 第85-86页 |
| 原创性声明 | 第86页 |
| 湖南师范大学学位论文版权使用授权书 | 第86页 |
