Preface; Acknowledgments; Contents; Figures; Tables; Abbreviations; Identification; 1 Background to Collaborative Learning and Chinese EFL Education; 1.1 An Overview and Structure of the Volume; 1.2 ; 1.2.1 Aims and Objectives; 1.2.2 s and Perspectives of `` in This Book; 1.3 English as a Foreign Language in Chinese Higher Education: The Context for Learning; 1.3.1 ; 1.3.2 Cultural Context; 1.3.3 ; 1.4 Problems in the Chinese Education; 1.5 Significance of the Collaborative Learning Research Project in Education; References

2 Exploring Collaborative Learning: Theoretical and Conceptual Perspectives2.1 Foundations of Collaborative Learning: Theoretical Supports; 2.1.1 Vygotskian Perspective; 2.1.2 SLA Perspective; 2.1.3 Motivational Perspective; 2.2 Definitions and Typology of Collaborative Learning; 2.2.1 Definitions; 2.2.2 Collaboration, Cooperation, and as Different Communicative Strands; 2.3 Characteristics of Collaborative Learning; 2.4 Rationale for Collaborative Learning; 2.4.1 Provide More Language Practice Opportunities; 2.4.2 Improve the Quality of Students Talk; 2.4.3 Create a Positive Learning Climate

2.4.4 Promote Social Interaction2.4.5 Allow for Critical Thinking; 2.5 Essential Components of Collaborative Learning; 2.6 Collaborative Learning ; References; 3 Tenets and Practices of Collaborative Learning in Classrooms: Empirical Supports; 3.1 Collaborative Learning and ; 3.2 Collaborative Learning in Second Language Classrooms; 3.3 Collaborative Learning in Chinese Classrooms: Use and Research; 3.3.1 Potential Resistance to Collaborative Learning as ; 3.3.2 Pros to the Use of Collaborative Learning; 3.4 Problems of Research upon the Use of Collaborative Learning in Classrooms

3.4.1 Criticism in the Use of Collaborative Learning3.4.2 A Critique of Methods Used in the Study of Collaborative Learning; References; 4 The Collaborative Learning Research Project: From Theory to Practice; 4.1 Aims and Research Questions; 4.1.1 Main Research Question; 4.1.2 Sub-Questions; 4.2 Theoretical Conceptual ; 4.3 Underpinning the Study; 4.4 Research Design; 4.4.1 Methodological ; 4.4.2 A Case Study Approach; 4.5 Teaching as an Intervention; 4.5.1 Teaching Material Used for the Intervention; 4.5.2 Design of the Collaborative Learning Tasks; 4.5.2.1 Task; 4.5.2.2 Task; 4.5.2.3 Task

4.5.2.4 Task4.5.2.5 Task; 4.5.2.6 Task; 4.5.3 Design of the ; 4.5.4 Implementation of the Collaborative Learning Tasks and ; 4.6 Research ; 4.7 Participants and Sampling; 4.7.1 The Role of the Participants; 4.7.2 The Dual Role of the Researcher; References; 5 Research Instruments; 5.1 Justification of the Data Collection Tools; 5.1.1 Classroom Observation; 5.1.1.1 Rationale; 5.1.1.2 Design; 5.1.1.3 Procedure; 5.1.2 ; 5.1.2.1 ; 5.1.2.2 Design; 5.1.2.3 Procedure; 5.1.3 Writing; 5.1.3.1 ; 5.1.3.2 Design; 5.1.3.3 Procedure; 5.1.4 ; 5.1.4.1 ; 5.1.4.2 Design; 5.1.4.3 Procedure; 5.1.5 Test; 5.1.5.1