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E-raamat: Investigating Chinese HE EFL Classrooms: Using Collaborative Learning to Enhance Learning

  • Formaat: PDF+DRM
  • Ilmumisaeg: 03-Nov-2014
  • Kirjastus: Springer-Verlag Berlin and Heidelberg GmbH & Co. K
  • Keel: eng
  • ISBN-13: 9783662445037
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Investigating Chinese HE EFL Classrooms: Using Collaborative Learning to Enhance LearningSuurem pilt
  • Formaat: PDF+DRM
  • Ilmumisaeg: 03-Nov-2014
  • Kirjastus: Springer-Verlag Berlin and Heidelberg GmbH & Co. K
  • Keel: eng
  • ISBN-13: 9783662445037
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?This book presents a study on corpus-driven distribution as the main method of prediction, concentrating on individual semantic features to predict the senses of non-defined words by using corpora and tools, such as the Chinese Gigaword Corpus, HowNet, Chinese Wordnet, and XianDai HanYu CiDian (Xian Han). With the help of these corpora, the study determines the collocation clusters of four target words: chi1 “eat,” wan2 “play,” huan4 “change” and shao1 “burn” through character and concept similarities. The results of this sense prediction study demonstrate that it was able to use off-line tasks to test some participants’ intuition, which supports the theory that different clusters can represent different senses when pursuing a corpus-based, computational approach.
1 Background to Collaborative Learning and Chinese EFL Education
1(10)
1.1 An Overview and Structure of the Volume
1(2)
1.2 Scope of the Book
3(1)
1.2.1 Aims and Objectives
3(1)
1.2.2 Paradigms and Perspectives of "Learning" in This Book
3(1)
1.3 English as a Foreign Language in Chinese Higher Education: The Context for Learning
4(3)
1.3.1 Social Context
4(1)
1.3.2 Cultural Context
5(1)
1.3.3 Institutional Context
6(1)
1.4 Problems in the Chinese EFL Education
7(1)
1.5 Significance of the Collaborative Learning Research Project in EFL Education
8(3)
References
9(2)
2 Exploring Collaborative Learning: Theoretical and Conceptual Perspectives
11(18)
2.1 Foundations of Collaborative Learning: Theoretical Supports
11(5)
2.1.1 Vygotskian Perspective
11(2)
2.1.2 SLA Perspective
13(1)
2.1.3 Motivational Perspective
14(2)
2.2 Definitions and Typology of Collaborative Learning
16(3)
2.2.1 Definitions
16(2)
2.2.2 Collaboration, Cooperation, and Group Work as Different Communicative Strands
18(1)
2.3 Characteristics of Collaborative Learning
19(2)
2.4 Rationale for Collaborative Learning
21(2)
2.4.1 Provide More Language Practice Opportunities
21(1)
2.4.2 Improve the Quality of Students Talk
21(1)
2.4.3 Create a Positive Learning Climate
22(1)
2.4.4 Promote Social Interaction
22(1)
2.4.5 Allow for Critical Thinking
22(1)
2.5 Essential Components of Collaborative Learning
23(1)
2.6 Collaborative Learning Structures
24(5)
References
25(4)
3 Tenets and Practices of Collaborative Learning in Classrooms: Empirical Supports
29(14)
3.1 Collaborative Learning and First Language Maintenance
29(1)
3.2 Collaborative Learning in Second Language Classrooms
30(2)
3.3 Collaborative Learning in Chinese EFL Classrooms: Use and Research
32(3)
3.3.1 Potential Resistance to Collaborative Learning as Pedagogical Imports
32(1)
3.3.2 Pros to the Use of Collaborative Learning
33(2)
3.4 Problems of Research upon the Use of Collaborative Learning in Classrooms
35(8)
3.4.1 Criticism in the Use of Collaborative Learning
35(1)
3.4.2 A Critique of Methods Used in the Study of Collaborative Learning
36(3)
References
39(4)
4 The Collaborative Learning Research Project: From Theory to Practice
43(28)
4.1 Aims and Research Questions
43(2)
4.1.1 Main Research Question
43(1)
4.1.2 Sub-Questions
44(1)
4.2 Theoretical Conceptual Framework
45(2)
4.3 Methodological Stance Underpinning the Study
47(2)
4.4 Research Design
49(3)
4.4.1 Methodological Triangulation
49(1)
4.4.2 A Case Study Approach
50(2)
4.5 Teaching as an Intervention
52(11)
4.5.1 Teaching Material Used for the Intervention
52(1)
4.5.2 Design of the Collaborative Learning Tasks
53(5)
4.5.3 Design of the Lesson Plan
58(2)
4.5.4 Implementation of the Collaborative Learning Tasks and Lesson Plan
60(3)
4.6 Research Setting
63(1)
4.7 Participants and Sampling
64(7)
4.7.1 The Role of the Participants
64(1)
4.7.2 The Dual Role of the Researcher
65(2)
References
67(4)
5 Research Instruments
71(32)
5.1 Justification of the Data Collection Tools
71(15)
5.1.1 Classroom Observation
71(3)
5.1.2 Questionnaire
74(5)
5.1.3 Reflective Journal Writing
79(1)
5.1.4 Focus Group Interview
80(4)
5.1.5 Motivation Test
84(2)
5.2 Data Analysis
86(6)
5.2.1 Classroom Observation
86(2)
5.2.2 Questionnaire
88(1)
5.2.3 Reflective Journal Writing
89(1)
5.2.4 Focus Group Interview
90(1)
5.2.5 Motivation Test
91(1)
5.3 Piloting the Research Instruments
92(1)
5.4 Reliability and Validity
93(4)
5.5 Ethics Relating to the Research Project
97(6)
References
100(3)
6 Evaluating the Use and Effectiveness of Collaborative Learning: Students' Interactional Behaviors and Engagement
103(32)
6.1 Students' Overall Interactional Behaviors and Engagement in Collaborative Learning
104(3)
6.2 Students' Respective Communication Patterns in Collaborative Learning
107(5)
6.2.1 Category A "on Task"
107(1)
6.2.2 Category B "Contribute Ideas"
107(1)
6.2.3 Category C "Help Peers"
108(1)
6.2.4 Category D "Ask for Help"
108(4)
6.3 Students' Engagement in the Individual Items
112(4)
6.4 Individual Student Performance in Collaborative Learning
116(6)
6.5 Co-construction and Role of Peer Talk
122(3)
6.5.1 Students' Perceived Better Performance and Progress Made
122(1)
6.5.2 More Opportunities to Speak
123(1)
6.5.3 More Opportunities to Think
124(1)
6.6 Social Gains
125(2)
6.7 Discussions
127(5)
6.7.1 Relationship Between Interaction and L2 Learning
127(2)
6.7.2 Exploring Patterns of Classroom Interactional Competence
129(1)
6.7.3 Small Group Learning Behaviors
130(2)
6.7.4 Social Benefits Through Collaborative Interaction
132(1)
6.8 Summary
132(3)
References
133(2)
7 Collaboration as Conducive to Learning: Students' Preferences for Learning and Attainments
135(18)
7.1 Students' Overall Preferences for Learning Approach Used
135(2)
7.2 Students' Levels of Preference for Collaborative Learning
137(4)
7.2.1 Preference for Individual Learning
137(2)
7.2.2 Preference for Collaborative Learning
139(1)
7.2.3 Discomfort in Collaborative Learning
139(2)
7.3 Positive Attainments
141(4)
7.3.1 Cognitive Achievement
141(3)
7.3.2 Meta-Cognitive Advantages
144(1)
7.3.3 Life Value
144(1)
7.4 Discussions
145(5)
7.4.1 From Individual Whole-Class Learning to Collaborative Learning
146(1)
7.4.2 Cognitive Improvement
147(1)
7.4.3 Meta-Cognitive Development
148(2)
7.4.4 Developing Lifelong Learning Autonomy and Responsibilities
150(1)
7.5 Summary
150(3)
References
151(2)
8 Collaborative Learning in Practice: Toward a Pedagogy
153(28)
8.1 Challenges Facing the Collaborative Learning: Tensions and Negative Consequences
153(2)
8.1.1 Low Motivation to Communicate
153(1)
8.1.2 Traditional Learning Styles and Habits
154(1)
8.1.3 Grammar-Oriented Exams
154(1)
8.2 Dilemmas During Collaborative Learning
155(5)
8.2.1 Lack of Consensus
155(1)
8.2.2 Incompetent Use of Language
156(1)
8.2.3 Unfamiliarity with the Topic and Inadequate Preparation
157(1)
8.2.4 Irresponsibility, Interruption, and Personality Issues
158(2)
8.3 Critical and Emergent Incidents During Collaborative Learning
160(9)
8.3.1 The Occurrence of "Pseudo Group"
160(1)
8.3.2 The Use of L1 in L2 Collaborative Learning
161(3)
8.3.3 "Guanxi" as Peer Relationships
164(1)
8.3.4 Group Composition in Collaborative Learning: Number of Students and Gender Effect
165(2)
8.3.5 Evaluation of the Collaborative Learning Task Used
167(2)
8.4 Discussions
169(9)
8.4.1 Parameters for Successful Collaborative Learning: Practical Applications for Task Design and Implementation
169(3)
8.4.2 Collaborative Learning Group Composition and Pedagogical Implications
172(2)
8.4.3 The Power of Chinese "Guanxi" as Context to Empower Effective Collaborative Learning
174(1)
8.4.4 The Sociocultural Meaning of Mediation Through the First Language in L2 Collaborative Learning
175(3)
8.5 Summary
178(3)
References
178(3)
9 Attitudes and Motivation
181(16)
9.1 Students' Attitudes and Perceptions
181(2)
9.1.1 A Feeling of Enjoyment
181(1)
9.1.2 A Feeling of Stress
182(1)
9.1.3 Time-Wasting
183(1)
9.2 Affective Gains
183(2)
9.2.1 Low Anxiety
183(1)
9.2.2 Enhancing Self-esteem
184(1)
9.3 Changes in Students' Learning Motivation
185(5)
9.4 Correlations Between Recorded Variables in This Study
190(1)
9.5 Discussions
191(3)
9.5.1 Attitudes and Perceptions
191(1)
9.5.2 Building Learning Motivation as a Strategy in L2 Learning
192(2)
9.6 Summary
194(3)
References
195(2)
10 Conclusions: Toward a Broader Pedagogy
197(12)
10.1 Looking Forward Across Higher Education
197(4)
10.1.1 Reflections on Chinese HE EFL Teaching
197(2)
10.1.2 Recommendations for Teachers to Develop Collaborative Learning Skills
199(2)
10.2 Wider Implications
201(3)
10.2.1 Implications to Theory
201(1)
10.2.2 Implications to Methodology
202(1)
10.2.3 Implications to Teaching Pedagogy
203(1)
10.3 Limitations of the Research Project
204(1)
10.4 Potential Research Trend in the Field of Collaborative Learning
205(2)
10.5 Concluding Remarks
207(1)
10.6 Epilogue
207(2)
References
208(1)
Appendix 1 Information Letter 209(2)
Appendix 1 Information Letter (Chinese Version) 211(2)
Appendix 2 Consent Form 213(2)
Appendix 2 Consent Form (Chinese Version) 215(2)
Appendix 3 Collaborative Learning Tasks Used 217(14)
Appendix 4 Weekly Teaching Plan 231(12)
Appendix 5 Collaborative Learning Questionnaire (Pre-test) 243(6)
Appendix 5 Collaborative Learning Questionnaire (Pre-test) (Chinese Version) 249(8)
Appendix 5 Collaborative Learning Questionnaire (Post-test) 257(6)
Appendix 5 Collaborative Learning Questionnaire (Post-test) (Chinese Version) 263(8)
Appendix 6 Classroom Observation Form 271(4)
Appendix 7 Reflective Learning Journal 275(2)
Appendix 7 Reflective Learning Journal (Chinese Version) 277
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