國立高雄大學圖資館 |

語系: 繁體中文

說明(常見問題)

圖資館首頁

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Investigating Chinese HE EFL classro...

Lin, Lin.

Investigating Chinese HE EFL classroomsusing collaborative learning to enhance learning /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Investigating Chinese HE EFL classroomsby Lin Lin.
其他題名:	using collaborative learning to enhance learning /
作者:	Lin, Lin.
出版者:	Berlin, Heidelberg :Springer Berlin Heidelberg :2015.
面頁冊數:	xxvii, 310 p. :ill. (some col.), digital ;24 cm.
Contained By:	Springer eBooks
標題:	English languageStudy and teaching (Higher)China.
電子資源:	http://dx.doi.org/10.1007/978-3-662-44503-7
ISBN:	9783662445037 (electronic bk.)

Investigating Chinese HE EFL classroomsusing collaborative learning to enhance learning /
Lin, Lin.

Investigating Chinese HE EFL classroomsusing collaborative learning to enhance learning /[electronic resource] :by Lin Lin. - Berlin, Heidelberg :Springer Berlin Heidelberg :2015. - xxvii, 310 p. :ill. (some col.), digital ;24 cm.

Background to Collaborative Learning and Chinese EFL Education -- Exploring Collaborative Learning: Theoretical and Conceptual Perspectives -- Tenets and Practices of Collaborative Learning in Classrooms: Empirical Supports -- The Collaborative Learning Research Project: From Theory to Practice -- Research Instruments -- Evaluating the Use and Effectiveness of Collaborative Learning: Students Interactional Behaviors -- Collaboration as Conducive to Learning: Students Preferences for Learning and Attainments -- Collaborative Learning in Practice: Toward a Pedagogy -- Attitudes and Motivation -- Conclusions: Toward a Broader Pedagogy.

The volume makes an important contribution to our understanding, particularly of how predominantly a western construct is received in the Chinese learning context. It brings new sociocultural perspectives to bear on aspects of innovation in language teaching by pursuing a comprehensive and in-depth approach to the application and utility of collaborative learning in two Chinese HE EFL classrooms. No previous background knowledge is required, and the book will be of interest to language teachers, student teachers and researchers in applied linguistics and TESOL. The scope ranges from a general understanding of collaborative learning to specific discussions, and brings together a variety of debates ranging from theory to practice. In light of the narrowness of some previous research, the empirical part of the monograph employs mixed methods and offers a holistic view of how collaborative learning impacts student learning from social, learning and motivational perspectives. It touches on issues of students interactional behaviors in collaborative learning and changes in their learning preferences, motivation and attitudes. The book also examines aspects not found in most other texts on the subject, such as how collaborative learning actually works and how it shapes students interactional competence. It also differentiates between similar concepts in the field and captures the intricacies and complexities of Chinese L2 classrooms. Some unique sociocultural aspects of Chinese L2 teaching are also revealed. In view of the rare use of collaborative learning in Chinese HE EFL classrooms to date, this work also considers aspects regarding its design and implementation in the language learning classrooms relevant to this context. The book closes with discussions concerning the theoretical, methodological and pedagogical implications and offers extensive practical tips for fieldwork. Directions for future research are highlighted in the final part of the book.

ISBN: 9783662445037 (electronic bk.)

Standard No.: 10.1007/978-3-662-44503-7doiSubjects--Topical Terms:

712287
English language
--Study and teaching (Higher)--China.

LC Class. No.: PE1068.C5

Dewey Class. No.: 418.00711

Investigating Chinese HE EFL classroomsusing collaborative learning to enhance learning /
LDR:03628nmm a2200313 a 4500 001 460695
003 DE-He213
005 20150717162318.0
006 m d
007 cr nn 008maaau
008 151110s2015 gw s 0 eng d
020 $a 9783662445037 (electronic bk.)
020 $a 9783662445020 (paper)
024 7 $a 10.1007/978-3-662-44503-7 $2 doi
035 $a 978-3-662-44503-7
040 $a GP $c GP
041 0 $a eng
050 4 $a PE1068.C5
072 7 $a CJ $2 bicssc
072 7 $a EDU018000 $2 bisacsh
082 0 4 $a 418.00711 $2 23
090 $a PE1068.C5 $b L735 2015
100 1 $a Lin, Lin. $3 285879
245 1 0 $a Investigating Chinese HE EFL classrooms $h [electronic resource] : $b using collaborative learning to enhance learning / $c by Lin Lin.
260 $a Berlin, Heidelberg : $b Springer Berlin Heidelberg : $b Imprint: Springer, $c 2015.
300 $a xxvii, 310 p. : $b ill. (some col.), digital ; $c 24 cm.
505 0 $a Background to Collaborative Learning and Chinese EFL Education -- Exploring Collaborative Learning: Theoretical and Conceptual Perspectives -- Tenets and Practices of Collaborative Learning in Classrooms: Empirical Supports -- The Collaborative Learning Research Project: From Theory to Practice -- Research Instruments -- Evaluating the Use and Effectiveness of Collaborative Learning: Students Interactional Behaviors -- Collaboration as Conducive to Learning: Students Preferences for Learning and Attainments -- Collaborative Learning in Practice: Toward a Pedagogy -- Attitudes and Motivation -- Conclusions: Toward a Broader Pedagogy.
520 $a The volume makes an important contribution to our understanding, particularly of how predominantly a western construct is received in the Chinese learning context. It brings new sociocultural perspectives to bear on aspects of innovation in language teaching by pursuing a comprehensive and in-depth approach to the application and utility of collaborative learning in two Chinese HE EFL classrooms. No previous background knowledge is required, and the book will be of interest to language teachers, student teachers and researchers in applied linguistics and TESOL. The scope ranges from a general understanding of collaborative learning to specific discussions, and brings together a variety of debates ranging from theory to practice. In light of the narrowness of some previous research, the empirical part of the monograph employs mixed methods and offers a holistic view of how collaborative learning impacts student learning from social, learning and motivational perspectives. It touches on issues of students interactional behaviors in collaborative learning and changes in their learning preferences, motivation and attitudes. The book also examines aspects not found in most other texts on the subject, such as how collaborative learning actually works and how it shapes students interactional competence. It also differentiates between similar concepts in the field and captures the intricacies and complexities of Chinese L2 classrooms. Some unique sociocultural aspects of Chinese L2 teaching are also revealed. In view of the rare use of collaborative learning in Chinese HE EFL classrooms to date, this work also considers aspects regarding its design and implementation in the language learning classrooms relevant to this context. The book closes with discussions concerning the theoretical, methodological and pedagogical implications and offers extensive practical tips for fieldwork. Directions for future research are highlighted in the final part of the book.
650 0 $a English language $x Study and teaching (Higher) $z China. $3 712287
650 0 $a English language $x Study and teaching (Higher) $x Foreign speakers. $3 214357
650 1 4 $a Education. $3 177995
650 2 4 $a Language Education. $3 274696
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer eBooks
856 4 0 $u http://dx.doi.org/10.1007/978-3-662-44503-7
950 $a Humanities, Social Sciences and Law (Springer-11648)