Abstract: Collaborative learning has been a heated issue in FLT research in recent years. It can not only promote language acquisition, but also help learners develop their autonomous learning ability, collaborative ability and innovation ability. However, the classroom teaching practice proves that collaborative learning is not successfully applied in Chinese learners. According to the past research, influenced by cultural and social background, learners from Asian countries often come across difficulties in adapting to leaner-oriented collaborative learning activities. The author believes that since collaborative learning originated from western counties, the design of the activities is inevitably restricted to western cultural and social background and fit in the needs and characteristics of western learners. Thus, in order to implement collaborative learning in Chinese classrooms effectively, teachers should make adjustment according to the learning needs of Chinese students by constructing a localized collaborative learning mode. Therefore, on the basis of constructing a localized collaborative learning mode in college Japanese intensive reading class, this paper aims to interpreting the feature and the limitations of collaborative learning, then put forward construction rules and build framework for collaborative learning.

Keywords: collaborative learningp; zone of proximal development; localization; Japanese intensive reading

摘要： 合作学习是近年来外语教学研究的一个热点，合作学习不但有利于促进语言习得，而且有利于培养学习者的自主学习能力、协作能力、创新能力。然而，课堂实践结果表明，合作学习在我国学习者之中开展得并不理想。有研究者指出，受文化背景和社会背景的影响，亚洲学习者难以适应以学习者为中心的合作学习活动。笔者认为，合作学习起源于西方国家，其活动设计必然受当地文化、社会背景的制约，符合当地学习者的需求和特点。要使合作学习在我国外语课堂上顺利开展，就需要根据我国外语学习者的特点进行调整，构建本土化的合作学习模式。基于此，本文以在大学日语精读课堂构建本土化合作学习模式为目标，结合实践研究的结果，在阐释了合作学习特点与局限性的基础上，结合我国课堂及学习者的特点提出了本土化合作学习模式的构建原则，建立了合作学习本土化模式的基本框架。

关键词: 合作学习, 最近发展区, 本土化, 日语精读课