朱红英，女，1965年5月生。
　　1987年，浙江师范大学外国语学院英语专业毕业。
　　1990-1992年，原杭州大学外语系进修英语专业研究生课程。
　　1995-1996年，由国家教委公派赴新西兰惠灵顿维多利亚大学学习，主修“英语作为二外教学”，获Cetnficate of Proficiencyin English和Diplomainthe Teachingof Englishasa Second Language研究生学历证书。
　　现任浙江金融职业学院外语教学部副教授、副主任。近年来在《教育与职业》《扬州大学学报》《宁波工程学院学报》等刊物发表外语教学研究论文10余篇，主持浙江省高校重点教材建设、外语教指委英语类专业教学改革、浙江省外文学会等课题6项，主编教材4部。研究方向主要为外语教育、语言学、职业外语、教育国际化等。

　　目前，各高职学院在专业培养目标上已逐步形成特色，其专业课程的设置与安排逐步趋于规范，但高职学院的英语教学要达到什么水平，课程怎么安排，如何为专业技能人才培养服务，尤其是如何准确定位英语教学培养目标，是当前高职学院英语教师普遍关注的问题。《实用外语教学方法研究》的写作目的是提出解决这些问题的思路与方法。《实用外语教学方法研究》的目的每一个英语学习者，学习的最终目的是掌握英语作为一种交际手段和与他人沟通准确性。

　　Chapter 2
　　Coottive Learning．the ClaCooperative  earning In tne  iassroom
　　This chapter explores the following questions．What is cooperative learning？What arc the basic elements of cooperative learning？What are the features ofcDcrativc learning？How does a teacher apply cooperative learning in theclassr。。m？What benefits do learners get from cooperative learning？What are thelimitations of cooperative learning？
　　In many situations．almost au the foreign language messages that a learnermccts arc met in the classroom．Teachers thus should take classroom managementint0 considerable account．Cooperative learning is considered to be one of the mosteffective ways for language learning in the classroom．It can help learners learn aforeign language both effectively and enj oyably if it is applied appropriately．
　　1．Definitions and CharaCteristiCs of Cooperative Learning
　　Cooperativc learning has been studied for several decades．It is easy tOrecognize examples of cooperative learning．But with regard to its concept，it isdiffiCuit  to  DrVidC  a  precise  and  concise  definition，  for  there  is  not  unifiedunderstanding in present academic circles．
　　ManV scholars proposed their own definitions of cooperative learning。Slavin（1 9 9 5）defined cooperative learning as“instructional methods in which students ofa11 Dcrformancc levels work together in small groups toward a group goal”．Johnson．Johnson and Holubec（1993）regarded cooperative learning as“theinstructional use of small groups SO that students work together tO maximize their0wn and each other’S learning”．Woolfolk（2001）described cooperative learninglikc this“Cooperative learning is an arrangement in which students work in mixedability groups and are rewarded on the basis of the success of the group”．
　　……

Chapter 1 A Brief Introduction to EFL Teaching and Learning
1. An Overview of Methodology in Teaching EFL
2. The Situation of EFL Teaching and Learning in China
3. Suggestions on EFL Teaching Methods in China
4. The Teacher's Roles in EFL Teaching
5. A Better Setting for Language Teaching
6. Conclusion

Chapter 2 Cooperative Learning in the Classroom
1. Definitions and Characteristics of Cooperative Learning
2. Basic Elements of Cooperative Learning
3. Key Features of Cooperative Learning
4. Typical Forms of Cooperative Activities
5. Issues to Be Considered in Cooperative Learning
6. Approaches of Cooperative Learning in Practice
7. Problems and Suggestions in Heterogeneous Cooperative Learning
8. Conclusion

Chapter 3 Learning from Group Work
1. The Definition of Group Work
2. Advantages of Group Work
3. Typical Types of Group Work Activities
4. Stages of Implementing Group Work in Class
5. Strategies for Facilitating Participation in Group Work
6. The Teacher's Roles in Group Work
7. Suggestions for Making Effective Group Work
8. Conclusion

Chapter 4 Fostering Learner Autonomy In Teaching Practice
1. Definitions and Characteristics of Learner Autonomy
2. Disadvantages of Chinese Traditional Educational System
3. Reasons for Learners to Be Autonomous in China
4. Suggestions for Fostering Learner Autonomy
5. Conclusion

Chapter 5 Affective Teaching in Language Acquisition
1. Introduction
2. An Overview of Affective Teaching
3. Types of Affective Factors
4. The Teacher's Roles in Affective Teaching
5. Strategies of Implementing Affective Teaching in English Class
6. Effects of Affective Teaching and Learning
7. Basic Characteristics of Affective Teaching
8. Conclusion

Chapter 6 Strategies for Teaching Listening
1. The Nature of Listening Comprehension
2. Listening Strategies for Listening Comprehension
3. Stages of Helping Students Develop Listening Strategies
4. Suggestions for Improving Listening Proficiency
5. Remarks on Listening
6. Conclusion

Chapter 7 Word-attack Skills in Reading
1. The Vocabulary Problem for EFL Learners
2. Inferring Words from Context
3. Using Word Part Clues for Word Meanings
4. Recognizing Signal Words
5. Increasing Word Power
6. Learning to Ignore Difficult Words
7. Conclusion

Chapter 8 The Influence of Age in Foreign Language Learning
1. Introduction
2. Critical Period Hypothesis
3. Factors Affecting Different Age Groups
4. Suggestions for Teaching Different Age Groups
5. Conclusion