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
Interactive architecture designs enable spatial forms to respond to human activities by integrating technology,programming,and spatial experience.Most interactive programs respond to established actions in a uniform m...Interactive architecture designs enable spatial forms to respond to human activities by integrating technology,programming,and spatial experience.Most interactive programs respond to established actions in a uniform manner and do not take into account the individual emotional state of the user.However,the emotional states of children and adolescents with emotional/behavioral disorders play a crucial role in their interactions,and uniform spatial responses cannot be adapted to different people.This study developed an interactive architectural system for children with emotional/behavioral disorders based on individual emotion recognition and corresponding spatial transformation.The method proposed in this study enables individuals in certain emotional categories,such as extroverted,introverted,aggressive,and defensive states,to receive matching spatial responses.Using this individuality-oriented interactive system,we built a practical pavilion in a primary school in Tianjin.This study demonstrates how combining individual emotions and spatial variations opens up new design possibilities for interactive architecture.展开更多
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.
基金supported by the Program of National Natural Science Foundation of China(Grant No.52378029)Tianjin Science Foundation(Grant No.19JCQNJC07300).
文摘Interactive architecture designs enable spatial forms to respond to human activities by integrating technology,programming,and spatial experience.Most interactive programs respond to established actions in a uniform manner and do not take into account the individual emotional state of the user.However,the emotional states of children and adolescents with emotional/behavioral disorders play a crucial role in their interactions,and uniform spatial responses cannot be adapted to different people.This study developed an interactive architectural system for children with emotional/behavioral disorders based on individual emotion recognition and corresponding spatial transformation.The method proposed in this study enables individuals in certain emotional categories,such as extroverted,introverted,aggressive,and defensive states,to receive matching spatial responses.Using this individuality-oriented interactive system,we built a practical pavilion in a primary school in Tianjin.This study demonstrates how combining individual emotions and spatial variations opens up new design possibilities for interactive architecture.
