Investigating Chinese HE EFL Classrooms Using Collaborative Learning
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 teach
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Investigating Chinese HE EFL Classrooms Using Collaborative Learning to Enhance Learning
Investigating Chinese HE EFL Classrooms
Lin Lin
Investigating Chinese HE EFL Classrooms Using Collaborative Learning to Enhance Learning
123
Lin Lin School of English Studies Xi’an International Studies University Xi’an China
ISBN 978-3-662-44502-0 DOI 10.1007/978-3-662-44503-7
ISBN 978-3-662-44503-7
(eBook)
Library of Congress Control Number: 2014947142 Springer Heidelberg New York Dordrecht London © Springer-Verlag Berlin Heidelberg 2015 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
(Studying without friends makes you ignorant and ill-informed)
(The Book of Rites)
(If three of us are walking together, at least one of the other two is good enough to be my teacher)
(The Analects)
To my mum, Madam He Li, with all my love, and in memory of my father, Mr. Lin Xiaoming, with all mercy and respect.
Preface
The study presented in this book investigated the use of collaborative learning (henceforth CL) in two Chinese Higher Education (HE) English as a Foreign Language (EFL) classrooms. Its theoretical framework integrated theories from Vygotsky’s socio-cultural theory of mind, second language acquisition (SLA) and the affective domain of motivation. The research
