這篇研究旨在探討溝通式教學觀，合作學習，網路學習之間的關係。溝通式語言教學已經被廣泛的使用了好幾十年，然而還存在者一些無法解決的限制。在合作學習以及網路學習的觀念帶入之後，這些限制似乎被解決了。在探討這三者之間的關係後，發現直接介入一個網路合作學習活動的因素有三個。他們分別是教師介入的程度，學生合作的程度，以及電腦科技使用的程度。探討完這三個因素後，如何評估一個網路上面的合作語言學習活動的要件就被建立出來了。而我也用這些條件來檢視一些網路上的網路語言學習活動來了解它們是如何幫助語言學習。在討論完這些活動之後，我也提供了那些想要使用這些活動的英文教師一些建議。

This study aims to discuss the relationship among communicative language teaching (CLT), cooperative learning (CL), and web-based learning. CLT has been widely adopted for several decades. However, there are still some limitations remaining unsolved. After the intervention of CL and web-based learning, these limitations are broken. After discussion of the relationship among the three, the factors directly intervened into a cooperative learning activity have been discussed. They are the teacher’s intervention, computer technology, and students’ cooperation. Then, the criteria of examining a cooperative language learning activity in web-based environment have been generated. They include basic information of the activity, criteria of cooperative learning, intervention of computer technology, teacher’s intervention, and criteria of communicative language teaching. These criteria are used to examine certain useful cooperative language learning activities in web-based environment. After the examination, some suggestions are presented for those teachers who would like to use these activities in the language teaching.

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