On the basis of literature review,this paper discusses what interactional strategies are in group discussions conducted in the EFL classroom.Two frameworks for interactional strategies are investigated to explore the ...On the basis of literature review,this paper discusses what interactional strategies are in group discussions conducted in the EFL classroom.Two frameworks for interactional strategies are investigated to explore the types of interactional strategies.This aims to shed light upon the analysis of interactional features in face-to-face communication.展开更多
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 c...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.展开更多
文摘On the basis of literature review,this paper discusses what interactional strategies are in group discussions conducted in the EFL classroom.Two frameworks for interactional strategies are investigated to explore the types of interactional strategies.This aims to shed light upon the analysis of interactional features in face-to-face communication.
文摘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.
