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000724130 019__ $$a908084857
000724130 020__ $$a9783662445037$$qelectronic book
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000724130 050_4 $$aPE1068.C5
000724130 08204 $$a418.0071/1$$223
000724130 1001_ $$aLin, Lin,$$eauthor.
000724130 24510 $$aInvestigating Chinese HE EFL classrooms$$h[electronic resource] :$$busing collaborative learning to enhance learning /$$cLin Lin.
000724130 264_1 $$aHeidelberg :$$bSpringer,$$c[2014]
000724130 264_4 $$c©2015
000724130 300__ $$a1 online resource (xxvii, 310 pages) :$$billustrations (some color)
000724130 336__ $$atext$$btxt$$2rdacontent
000724130 337__ $$acomputer$$bc$$2rdamedia
000724130 338__ $$aonline resource$$bcr$$2rdacarrier
000724130 504__ $$aIncludes bibliographical references and index.
000724130 5050_ $$aPreface; Acknowledgments; Contents; Figures; Tables; Abbreviations; Identification; 1 Background to Collaborative Learning and Chinese EFL Education; 1.1 An Overview and Structure of the Volume; 1.2 ; 1.2.1 Aims and Objectives; 1.2.2 s and Perspectives of `` in This Book; 1.3 English as a Foreign Language in Chinese Higher Education: The Context for Learning; 1.3.1 ; 1.3.2 Cultural Context; 1.3.3 ; 1.4 Problems in the Chinese Education; 1.5 Significance of the Collaborative Learning Research Project in Education; References
000724130 5058_ $$a2 Exploring Collaborative Learning: Theoretical and Conceptual Perspectives2.1 Foundations of Collaborative Learning: Theoretical Supports; 2.1.1 Vygotskian Perspective; 2.1.2 SLA Perspective; 2.1.3 Motivational Perspective; 2.2 Definitions and Typology of Collaborative Learning; 2.2.1 Definitions; 2.2.2 Collaboration, Cooperation, and as Different Communicative Strands; 2.3 Characteristics of Collaborative Learning; 2.4 Rationale for Collaborative Learning; 2.4.1 Provide More Language Practice Opportunities; 2.4.2 Improve the Quality of Students Talk; 2.4.3 Create a Positive Learning Climate
000724130 5058_ $$a2.4.4 Promote Social Interaction2.4.5 Allow for Critical Thinking; 2.5 Essential Components of Collaborative Learning; 2.6 Collaborative Learning ; References; 3 Tenets and Practices of Collaborative Learning in Classrooms: Empirical Supports; 3.1 Collaborative Learning and ; 3.2 Collaborative Learning in Second Language Classrooms; 3.3 Collaborative Learning in Chinese Classrooms: Use and Research; 3.3.1 Potential Resistance to Collaborative Learning as ; 3.3.2 Pros to the Use of Collaborative Learning; 3.4 Problems of Research upon the Use of Collaborative Learning in Classrooms
000724130 5058_ $$a3.4.1 Criticism in the Use of Collaborative Learning3.4.2 A Critique of Methods Used in the Study of Collaborative Learning; References; 4 The Collaborative Learning Research Project: From Theory to Practice; 4.1 Aims and Research Questions; 4.1.1 Main Research Question; 4.1.2 Sub-Questions; 4.2 Theoretical Conceptual ; 4.3 Underpinning the Study; 4.4 Research Design; 4.4.1 Methodological ; 4.4.2 A Case Study Approach; 4.5 Teaching as an Intervention; 4.5.1 Teaching Material Used for the Intervention; 4.5.2 Design of the Collaborative Learning Tasks; 4.5.2.1 Task; 4.5.2.2 Task; 4.5.2.3 Task
000724130 5058_ $$a4.5.2.4 Task4.5.2.5 Task; 4.5.2.6 Task; 4.5.3 Design of the ; 4.5.4 Implementation of the Collaborative Learning Tasks and ; 4.6 Research ; 4.7 Participants and Sampling; 4.7.1 The Role of the Participants; 4.7.2 The Dual Role of the Researcher; References; 5 Research Instruments; 5.1 Justification of the Data Collection Tools; 5.1.1 Classroom Observation; 5.1.1.1 Rationale; 5.1.1.2 Design; 5.1.1.3 Procedure; 5.1.2 ; 5.1.2.1 ; 5.1.2.2 Design; 5.1.2.3 Procedure; 5.1.3 Writing; 5.1.3.1 ; 5.1.3.2 Design; 5.1.3.3 Procedure; 5.1.4 ; 5.1.4.1 ; 5.1.4.2 Design; 5.1.4.3 Procedure; 5.1.5 Test; 5.1.5.1
000724130 506__ $$aAccess limited to authorized users.
000724130 520__ $$a​This book presents a study on corpus-driven distribution as the main method of prediction, concentrating on individual semantic features to predict the senses of non-defined words by using corpora and tools, such as the Chinese Gigaword Corpus, HowNet, Chinese Wordnet, and XianDai HanYu CiDian (Xian Han). With the help of these corpora, the study determines the collocation clusters of four target words: chi1 "eat," wan2 "play," huan4 "change" and shao1 "burn" through character and concept similarities. The results of this sense prediction study demonstrate that it was able to use off-line tas.
000724130 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed December 8, 2014).
000724130 650_0 $$aEnglish language$$xStudy and teaching (Higher)$$zChina.
000724130 650_0 $$aEnglish language$$xStudy and teaching (Higher)$$xForeign speakers.
000724130 77608 $$iPrint version:$$aLin, Lin$$tInvestigating Chinese HE EFL Classrooms : Using Collaborative Learning to Enhance Learning$$dBerlin, Heidelberg : Springer Berlin Heidelberg,c2014$$z9783662445020
000724130 852__ $$bebk
000724130 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-3-662-44503-7$$zOnline Access$$91397441.1
000724130 909CO $$ooai:library.usi.edu:724130$$pGLOBAL_SET
000724130 980__ $$aEBOOK
000724130 980__ $$aBIB
000724130 982__ $$aEbook
000724130 983__ $$aOnline
000724130 994__ $$a92$$bISE