摘要
This paper presents a study that explored the effects of cooperative learning on Chinese students＇ interactional strategy use in the EFL classroom. A quasi-experimental research design was adopted. The experimental class （EC） participated in cooperative learning for 30 minutes in each 90-minute session in an integrated skills course while the control class （CC） had the same course following a teacher-fronted format. Interactional data of EC and CC were collected for comparison from the pre- and post-tasks conducted at the beginning and the end of the experiment respectively. The results show that EC appeared to have made more gains in interactional strategy use than CC after the experiment. Although CC made more progress in elaboration than EC, EC produced more uptakes, used much less Chinese and made fewer message abandonments, suggesting better oral fluency in their interaction as a result of cooperative learning.
本文是一项探讨小组合作学习在英语课堂中对中国学生使用互动策略的影响作用的实证研究。采用准实验研究方式,实验班在综合英语课每次90分钟授课里开展30分钟的小组合作学习活动,而对照班是以老师为中心的形式开展教学。通过收集实验开始及结束时实验班和对照班所进行小组活动的话语互动信息进行对比研究。结果表明,实验后实验班比对照班在使用互动策略上显得进步更大。虽然对照班比实验班在"详细论述"上进步大些,但实验班使用更多"话轮转换中的接续语",更少"转向说汉语"和"放弃表达信息",小组合作学习后的学生口语互动更流畅。
