Investigating Chinese HE EFL Classrooms: Using Collaborative by Lin Lin

By Lin Lin

​This ebook provides a learn on corpus-driven distribution because the major approach to prediction, targeting person semantic positive aspects to foretell the senses of non-defined phrases through the use of corpora and instruments, resembling the chinese language Gigaword Corpus, HowNet, chinese language Wordnet, and XianDai HanYu CiDian (Xian Han). With the aid of those corpora, the learn determines the collocation clusters of 4 aim phrases: chi1 “eat,” wan2 “play,” huan4 “change” and shao1 “burn” via personality and proposal similarities. the result of this feeling prediction learn exhibit that it was once capable of use off-line initiatives to check a few individuals’ instinct, which helps the speculation that diverse clusters can symbolize various senses whilst pursuing a corpus-based, computational approach.

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Extra resources for Investigating Chinese HE EFL Classrooms: Using Collaborative Learning to Enhance Learning

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Lang Learn 44(3):417–448 Delucchi M (2006) The efficacy of collaborative learning groups in an undergraduate statistics course. College Teach 54(2):244–248 Dillenbourg P (1999) What do you mean by collaborative learning? In: Dillenbourg P (ed) Collaborative-learning: cognitive and computational approaches. Elsevier, Oxford, pp 1–19 Dillenbourg P, Baker M, Blaye A, O’Malley C (1996) The evolution of research on collaborative learning. In: Spada E, Reiman P (eds) Learning in humans and machine: towards an interdisciplinary learning science.

To sum up, the three perspectives discussed above all have well-established theoretical rationales and supporting evidence (see Sects. 2 for detailed pedagogical and empirical evidence). Vygotskian social-constructivist ideas recognize that the individual’s cognitive development is bound up with social interaction in learning groups and cannot be separated from social life (Vygotsky 1978). This perspective stresses that CL is essential in assisting students’ development through the zone of proximal development.

The Alemany Press, Hayward Lantolf JP, Appel G (eds) (1994) Vygotskian approaches to second language research. , Westport Lantolf JP, Pavlenko A (1995) Sociocultural theory and second language acquisition. Annu Rev Appl Linguist 15:108–124 Lantolf JP, Thorne SL (2006) Sociocultural theory and the genesis of second language development. Oxford University Press, Oxford Long MH (1981) Input, interaction, and second language acquisition. In: Winitz H (ed) Native language and foreign language acquisition.

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