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ted learning time and improvelanguage competence has practical significance. Researches on classroom teaching andlearning have been paid close attention on. As for extracurricular further learning, it hasbeen neglected and thought of as unnecessary. But the fact is that extracurricular furtherlearning and practices do exist and become an inseparable part of learning. We cannotturn a blind eye to them. So it is practical and workable to change the practicing formsof extracurricular language exercises. Relative to other output forms like speaking,writing, private speech, languaging and etc, cooperative dialogue is a more effectiveway in our large-class language learning.
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Chapter 2 Literature Review

2.1 Krashen’s Comprehensible Input Hypothesis
When it comes to Output Hypothesis, it is inevitable to mention Krashen’scomprehensible Input Hypothesis. They correlate and interact each other. As theacquisition theories point out, listening and reading are the two forms of language inputwhile speaking and writing belongs to language output. Language input is thepreconditions of output and language output is the ultimate aim of input.Krashen made the following claims to the Input Hypothesis：“The learner acquireslanguage by comprehending linguistic input that is slightly beyond his or her level ofcompetence(i+1)，and a necessary(but not sufficient)condition to move from i to stagei+l is that the acquirer understands input that contains i+l，where‘understand’meansthat the acquiring is focused on the meaning and not the form of the message”(Krashen，1982：21)Krashen emphasizes the importance of a large amount of comprehensible input andargues that high receptive skills can lead to high productive skills.
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2.2 Swain’s Comprehensible Output Hypothesis
Immersion teaching method is a teaching mode by which the learner’s nonnativelanguage is used as the school language. French Immersion Programs originated inQuebec, Canada in 1965 and Immersion Teaching Method has been considered asuccessful model in the field of second language teaching in the world. It makes thenative English kids immersed in French atmosphere from the beginning since theystarted school. During the teaching, teachers use the target language to teach the targetlanguage and other courses as well. The target language is not only the learning contentbut the learning instrument. Canadian linguist Gummins pointed out at the Shanghai International BilingualTeaching Conference in 2006 that Katoh Gaguin’s bilingual teaching model, 2/3 ofEnglish and 1/3 of native language , is more suitable for second language learning inChina. In China, English Early Partial Immersion Programs are dominant. Partial immersionteaching is a teaching method in which English is used as a medium of instruction tohave the teaching activities for Chinese young kids. The teaching languages in Englishand Chinese are 50percent respectively, that is, half of the school time is exposed to thesecond language, English.
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Chapter 3 The Application of Collaborative Dialogue and Extracurricular....13
3.1 The Present Situation of EFL Classroom Teaching....13
3.2 Swain’s Suggestions about Large Class Teaching........14
3.3 The Application of extracurricular Collaborative Dialogues ......14
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