G836.2动作小组合教学法在体育舞蹈教学中的实验研究=Anexperimental study of movement combination in artsports teaching[刊,中,A]/代春玲(湖北大学)∥体育成人教育学刊.-2004,20(2).-77-78表1参4(SJ)舞蹈∥全套动作∥教学法∥教改...G836.2动作小组合教学法在体育舞蹈教学中的实验研究=Anexperimental study of movement combination in artsports teaching[刊,中,A]/代春玲(湖北大学)∥体育成人教育学刊.-2004,20(2).-77-78表1参4(SJ)舞蹈∥全套动作∥教学法∥教改 运用调查、实验等方法,经过研究表明。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G836.2动作小组合教学法在体育舞蹈教学中的实验研究=Anexperimental study of movement combination in artsports teaching[刊,中,A]/代春玲(湖北大学)∥体育成人教育学刊.-2004,20(2).-77-78表1参4(SJ)舞蹈∥全套动作∥教学法∥教改 运用调查、实验等方法,经过研究表明。
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.
