PAGEPAGE10WEEKS3–4ReviewingRelatedLiteraturePARTAUnderstandingthetext1.peer:someonewhoisthesameageasyou,orwhohasthesametypeorjob,rank,etc.interdependent:relatedtooneanotherinsuchaclosewaythateachoneneedstheothersinordertoexistyield:toproducesomethingsuchasanidea,orprocessexposition:adetailedexplanationofsomethingsuchasanideaorprocesstransferableskill:askillthatcanbeusedindifferentjobsorsituationssurrender:togiveupsomethingtosomebodybecauseyouareforcedtoimpede:todelayorstoptheprogressofsomethingcollude:toworktogetherknowledgehierarchy:aknowledgesysteminwhichknowledgeisarrangedintodifferentlevelsofimportancefromhighesttoloweststance:theopinionsthatsomebodyhasaboutsomethingandexpressespubliclydeploy:tousesomethingeffectivelyhierarchical:classifiedaccordingtovariouscriteriaintosuccessivelevelsofimportancesuperior:someonewhohasahigherrankorpositionsubordinate:someonewhohasalowerpositionandlessauthoritythansomeoneelseinanorganizationpedagogical:oforrelatingtoeducationalmethodsandprinciplesexpertise:expertknowledgeorskillsinaparticularsubject,activityorjobnegotiate:totrytoreachanagreementbyformaldiscussionsteer:totakecontrolofasituationandinfluencethewayinwhichitdevelopsdisclosure:theactofmakingsomethingthatwaspreviouslysecretorprivateknownorpublic2.InParagraph2,theauthorsintroducetheconceptofcollaborativelearningandproceedtoelaborateonitsadvantages.Theauthorsemploytheconjunction“however”tosignalatransition,introducingadifferenttypeoflearning—authority-dependence—inParagraph3.Paragraph3isstructuredaroundtheargumentthathighereducationoftenhinderspersonalresponsibilityforlearningduetoknowledgehierarchies,leadingtoauthority-dependence.Itcitesexamplesfromresearchtosupportthispoint.ThisparagraphrelatestothefollowingonebylayingthegroundworkforthepilotstudydescribedinParagraph4,whichinvestigateshowstudentscannegotiatethebalancebetweencollaborativelearningandindependentworktominimizerelianceonauthorityfigures.Benefit1:promotetheexpositionofthinkingprocessesBenefit2:increaserespectfordifferentwaysofthinking,motivationandsocialsupportBenefit3:increasethedevelopmentoftransferableskillsBenefit4:promoteresponsibilityforone’sownlearning,withouthavingto“surrenderpowertotheexperts”O(jiān)therbenefits:optimizestudyefficiency,createideallearningenvironment,promotecommunicationamongstudentsetc.Problem:Theestablishmentofauthority-dependence,wherestudentsrelyonauthorityfiguresratherthanadoptingacriticalstancetowardknowledge.Cause:Itcanbeattributedtothetypicalexperienceofhighereducation,whereinstitutionsandacademicsreinforceknowledgehierarchies.Diagram1canbedescribedas:Theknowledgehierarchyisstructuredintofourlevels:data,information,knowledge,andwisdom.Dataisthestartingpoint,followedbyinformation,thenknowledge,andatlastwisdomatthetop.Thissequencerepresentsthedevelopmentofunderstanding,frombasicfactstointricaterelationships,recognizablepatterns,andfundamentalprinciples.Diagram2canbedescribedas:Thisdiagramprovidesinformationonhowlearningprogressesfromthesimplesttothemostcomplex.Data,thefoundation,consistofrawsignalsorfacts.Information,thenextlevel,isanorganizedandstructuredevolutionofdata.Knowledgeintegratescontextandsynthesis,buildinguponinformation.Atthepinnacle,wisdomembodiesthedeepintegrationandcomprehensionofknowledge,guidingbeneficialactions.Eachlevelisassociatedwithspecificcognitiveprocessesoroutcomes.Thisvisualrepresentationeffectivelyillustratesthetransformationofrawdataintoactionablewisdomthroughvariousstagesofprocessingandcomprehension,highlightingtheincrementalnatureoflearningandcognitivedevelopment.(Onlyforreference)Myexample:InEnglishclass,Itrustmyteachers’explanationofthetextanalysis,divisionofpartsandthedictionofwords,etc.Also,Idependonknowledgeintextbooksandotherbooks.AccordingtoParagraph4,thispilotstudyaimstofindouta.PARTBDefiningkeyconcepts2.TermClassCharacteristicscollaborativelearning(fromthetext)atypeoflearningconfigurationstudentsworktogethertowardsacommonlearninggoalcollaborativelearning(fromascholar)aninstructionalmethodpromotestudentsworkingtogethertomaximizetheirownandeachother’slearningcriticalthinkingakindofthinkingskillthinkclearlyandrationally,understandingthelogicalconnectionsbetweenideasauthoritydependenceaformoflearningdependonwhatanauthorityfigure(e.g.ateacher)saysandwhatanauthoritywork(e.g.atextbook)writesgroupworkaformofcooperativelearningstudentsworkingroupstocaterforindividualdifferences,developstudents’knowledge,skillsandattitudesliteraturereviewatypeofreviewarticleincludethecurrentknowledgee.g.substantivefindings,aswellastheoreticalandmethodologicalcontributionstoaparticulartopic3.Criticalthinkingisakindofthinkingskillwhichrequiresthatpeoplethinkclearlyandrationally,understandingthelogicalconnectionsbetweenideas.Authoritydependenceisaformoflearninginwhichstudentsdependonwhatanauthorityfigure(e.g.ateacher)saysandwhatanauthoritywork(e.g.atextbook)writes.Groupworkisaformofcooperativelearninginwhichstudentsworkingroupstocaterforindividualdifferences,developstudents’knowledge,skillsandattitudes.Literaturereviewisatypeofreviewarticlewhichfocusesonthecurrentknowledge,includingsubstantivefindings,aswellastheoreticalandmethodologicalcontributionstoaparticulartopic.4.Auniversityiswherestudentslearnknowledge.Problem:Thereisnoclassorcategory.Improvement:Auniversityisaninstitutionofhigherlearning,providingfacilitiesforteachingandresearchandauthorizedtograntacademicdegrees.MassiveOpenOnlineCourses(MOOCs)arecoursesopenforstudents.Problems:Thereisnospecificexplanationoffeatures.Improvement:MassiveOpenOnlineCourses(MOOCS)arefreeonlinecoursesavailableforanyonetoenroll,whichprovideanaffordableandflexiblewaytolearnnewskills,advanceone’scareeranddeliverqualityeducationalexperiencesatscale.Patriotismisthequalityofbeingapatriot.Problem:Definethetermwiththetermitself.Improvement:Patriotismreferstoafeelingofattachmentandcommitmenttoanation,orpoliticalKeyverbsorverbphrases:is/are,referto,mean,denote,interpret,describe,elucidate,explain,connotate,etc.Languagefeaturesofliteraturereview1.PurposePurposePurposeGeneralacceptedideas,informationdata Specific(verbtense)presentpresentperfectpastsimple(verb)is,work,includehavedeployed,hasemergedidentified,found,examined2.PassiveActive,ifpossibleCollaborativelearninghasbeenreportedtoyieldmanybenefitsforstudents.notpossible,becausethereisnosubjectResponsibilityforone’slearningisactuallyimpededbythetypicalexperienceofhighereducation.Thetypicalexperienceofhighereducationimpedesresponsibilityforone’slearning.Adependenceon,ratherthanacriticalstancetowards,authorityandknowledgeisthereforeestablished.notpossible,becausethereisnosubject3.(Onlyforreference)Myexplanation:Inacademicwriting,thepassiveformisusedtoemphasizetheobjectivetone,orsometimestode-emphasizeanunknownsubject/actor,orwhenreadersdon’tneedtoknowresponsiblefortheaction.Inaword,thepassiveformhelpsachievetheobjectivitywhichismuchvaluedinacademicwriting.4.1)c 2)b 3)aShortquotation:“surrenderpowertotheexperts”Longquotation:ItoftentakestimeforstudentstoadjusttothelearningcultureofHE,andmuchdependsontheirpreviousacademicexperience.Teachingstaffatdegree-levelexpectstudentstostudyindependentlyandnottoneedregularsupervision.(Kelman,2016,p.45)Ruleforshortquotation:short,usuallyonetotwolines(lessthan40words,partofaparagraphofthemainarticle)Ruleforlongquotation:long,usuallythreeormorethanthreelines(40ormorewords),separatefromthemainarticle6.1)c 2)e,a 3)b,dReportingverb(Forreferenceonly)TentativeAgreement:analyzeassessevaluateinvestigatesurveycomparestudymentionpointoutremindexamineinferdiscernimplysuggestassertputforwardquestionqueryassumeviewnoticeseecommentnoteremarkNeutralAgreement:report include discover find inform state describediscuss clarify explain add StrongAgreement:argueholdclaimconcludedeclarecontendassertimplyopposerefuterejectobjecttodenydisputeinsiststressfeeladmitconcedeNotethatsomeverbscanfitintodifferentcategoriesdependingonthecontextinwhichtheyareused.Forinstance,“imply”and“assert”canbeseeninbothtentativeandstrongagreementcontexts.Suffixhierarchy 2)hierarchical 3)hierarchically 4)hierarchical 5)HierarchyRelativeclause1.&2.Mytranslation:Sofar,themajorityofempiricalstudiesthathavestudiedthedevelopmentofsyntacticcomplexityinL2arebasedonhypothesistesting.Comment:TheoriginalEnglishversioncontainsarelativeclauseinwhichtherelativepronoun“that”functionsasthesubjectoftherelativeclause.Presenceoftherelativeclausemakescleartheinformationcontainedintheantecedent“empiricalstudies.”TheChinesetranslationtransformstherelativeclauseintheoriginalEnglishversionintoapremodifier(大多數(shù)關(guān)注二語(yǔ)句法復(fù)雜性發(fā)展的),whichisatypicalfeaturetheChineselanguage.TheEnglishtranslation,encouragedbytheChinesecharacter“的”intheChinesetranslation,asymbolofmodifier,transformsthemodifierintoarelativeclauseinEnglish,whichiscommonlyusedinChinese-Englishtranslations.Mytranslation:studieswereconductedbyRévészandGurzynski-Weiss(2016),andKuikenand(2014).Influencedbytheirstudies,wehaveconductedthisstudywhichispresentedhere.Comment:IntheoriginalEnglishversion,thesubject“twostudies”ismodifiedbyarelativeclauseintroducedby“that.”Therelativeclauseclearlyexplainstherelationshipbetweenthe“twostudies”andthe“studypresentedhere.”TheChinesetranslationbreaksthestructureoftheoriginalEnglishversionandtransformsitintoseveralclauses.Firstly,itextendsthepredicativeintheoriginalEnglishversion(RévészandGurzynski-Weiss…,andKuikenandintoanindependentclause(……分別做了兩項(xiàng)研究)tobetterconformtotheChineselanguagewhichusuallydependsonindividualclausestoconveyideas.Meanwhile,theChinesetranslationusesaverbphrase(受他們的啟發(fā))andoneSVOstructure(我們開(kāi)展……并匯報(bào)……Asaresult,theChinesetranslationhasthreepartsjuxtaposedtogether,quitedifferentfromtheoriginalEnglishversion,onesentenceinnature.TheEnglishtranslation,followingthestructureoftheChinesetranslation,containstwosimplesentences,leavingouttherelativeclauseintheoriginalEnglishversion.WhencomposingEnglishsentences,itisadvisablethatattentionbegiventoproducingnounstocreateplacesforpostmodifiers,whosepresencetypicallyrepresentsEnglishsyntacticcomplexity.ThiscallsforadjustmentofthewordorderinChinesesentences.“Preposition+which”relativeclause&relativeclauseintroducedbyarelativeadverb1.&2.Mytranslation:Collaborativewritingisthatpeersorclassmatesjointlyproduceapieceofwriting,andpeerfeedbackorevaluationmeansthatstudents,withouttheinterventionoftheirinstructors,exchangetheirwrittenwork,evaluateit,andgiveandreceivefeedbackontheirtexts.Comment:ThemainfeaturesoftheoriginalEnglishversioninclude:1)Ithastwopartswith“preposition+which”relativeclausestructure,aphenomenontypicalofEnglish.Inthissentence,“where”canbeusedtoreplace“duringwhich.”2)Besides,itisacomplexsentencewithanadverbialclauseintroducedby“while.”TheChinesetranslationhasdramaticallydifferentfeaturesfromtheoriginalEnglishversion.1)TwoindependentsentencesareconnectedwiththeChineseword“則,”suggestingthesemanticrelationofthesetwosentences.2)SVO(subject+finiteVP+object)structure,insteadofrelativeclauses,isadopted,aphenomenonconformingtoChinesesyntax.FortheEnglishtranslation,frequentapplicationof“SVO”patterninChinesehasinvitedtheuseofclauses,like“...thatpeersorclassmatesjointlyproduce...”HighlysuggestedisanawarenessofadoptingNP(nounphrase)modificationwhenEnglishtextsareproduced.Suchawarenessrequiresbuildingnounphrasestocreateoccasionswhenmodifiers,betheypremodifiersorpostmodifiers,canbeproduced,afeatureconformingtoacademicEnglishconvention.This,naturally,callsforththerearrangementofthewordorderoftheChinesesentence,highlightingthepresenceofnounsaswellastheirmodifiers.Mytranslation:Collaborativerevision,ontheotherhand,isthatstudentsusethefeedbackandcommentstheirteachersprovideandjointlyrevisethepaperstheythemselvesindividuallywrote.Comment:TheoriginalEnglishversionhas:1)onlyonesentence;2)a“preposition+which”relativeclause(...inwhich...)”;and3)aparticiplephrase(...providedbytheirinstructors),whichisasophisticatedstructure.PresenceofsuchpostmodifiershighlightsthesyntacticfeatureofEnglishacademictextcloselyassociatedwithmodifiersbuiltaroundnouns.Inaddition,syntacticdiversityisrevealedintheuseoftwodifferenttypesofpostmodifiers,namelyarelativeclause“...duringwhich...”andaparticiplephrase“...providedTheChinesetranslationhasoneindependentsentencetakingtwoverbs“是”and“修改.”ThesecondpartoftheChinesetranslationisaverbphraseintroducedby“修改,”aphenomenontermedasverbphrasesyntagm(動(dòng)詞短語(yǔ)語(yǔ)段).Additionally,theChinesetranslationhastwoplacestakingpremodifiers(教師提供的反饋和評(píng)語(yǔ),and各自撰寫的文章),aphenomenonconsistentwithChinesesyntax.GuidedbythelinguistichabitofChinese,theEnglishtranslationproducesaclause“...thatstudentsuse...and...revise...”Besides,postmodification,relativeclausestobespecific,appearsintheEnglishtranslation,whichis“...thefeedbackandcommentstheirteachersprovide...”and“...thepaperstheythemselvesindividuallywrote.”Analysisofsuchrelativeclausesrevealsthattheyaretheresultofword-by-wordtranslationof“教師提供的反饋和評(píng)語(yǔ)”and“各自撰寫的文章.”Presenceof“的”signifiesmodification,resultinginthepostmodificationphenomenonintheEnglishtranslation.morefrequentinconversationsSuggestedisthesyntacticcomplexityhierarchyforNPmodifiers,inwhichrelativeclausesarepreferredinconversations.Participlephrases,orthereducedformsofrelativeclauses,appearmorefrequentlyinacademicwritingsasoneofthesophisticatedstructures.Thedifferencesofthesetwoexpressionsofdifferentsyntacticcomplexitycanbeillustratedasbelow:morefrequentinconversations各自撰寫的文章各自撰寫的文章...thepaperstheythemselveswrote...thepapersindividuallycomposedmorefrequentinacademicwritingsPARTC1.Theintroductionsectionofaresearchpaperprimarilyservestointroducethetopic,presenttheresearchquestionorhypothesis,outlinethesignificanceoftheandprovideanoverviewofthemethodologyandobjectives.Itsetsthestageforthereader,establishingthecontextandrationalefortheresearch.Themainlanguagefeaturesofacademicwritingareformalvocabulary,useofreferences,impersonalstyle,longcomplexsentences,passivevoice,etc.1)Paragraph2.SixteenpreviousstudiesrelatedtocollaborativelearningarereferredtointheliteratureThefirstsentenceinParagraph4,i.e.“Thus,thispilotstudyexaminedwhetherstudentscouldnegotiatetheinterdependenceofcollaborativelearningwiththeindependenceofprojectworkinawaythatreducedrelianceonanauthorityfigure.”ThesecondsentenceinParagraph4.Theauthorsorganizeandpresentthesourcesaccordingtothetopicsthey1)Becausetheywantthesestudiestoserveasasupportorevidencefortheirview.Thereferencingofdiversesourceswilleffectivelystrengthentheirpoint.Besides,theseinsightscaninformtheauthors’ownperspectiveorresearch.2)TheauthorsreferenceBiggs(1999)twiceinonesentencebecausehisworkcontributestotwodistinctpointsbeingmade:theexpositionofthinkingprocesses,andmotivationandsocialsupport.ThisindicatesthatBiggs’researchisversatileandsignificantinunderstandingmultipleaspectsofthebenefitsdiscussed.1)MainideaofParagraph2:Theconceptofcollaborativelearninganditsbenefitsforstudents.MainideaofParagraph3:Theissueofauthority-dependenceinhighereducationanditsimpactonstudents’learningandcollaborativelearningexperiences.2)Thefunctionsofthepreviousparagraphsaretoprovideabackgroundoncollaborativelearning,itsbenefits,andthechallengesrelatedtoauthority-dependenceinhighereducation.Theseparagraphshelparriveattheauthors’studyfocusbyestablishingthecontextandpotentialissuesthattheirresearchaimstoaddress.InParagraph2,theauthorsdiscussthebenefitsofcollaborativelearningandhowitcanfosterresponsibilityforownlearning.InParagraph3,theyexploretheconceptofauthority-dependenceanditsimplicationsforstudents’learningexperiences,particularlyincollaborativesettings.Thesediscussionssetthestagefortheauthors’studyfocusinParagraph4,whichistoexaminewhetherstudentscaneffectivelybalancetheinterdependenceofcollaborativelearningwiththeindependenceofprojectwork,ultimatelyreducingrelianceonauthorityfigures.Thepreviousparagraphsprovidethenecessaryfoundationforunderstandingthecomplexitiesandpotentialchallengesthatstudentsfaceinthiscontext,allowingtheauthorstoformulatetheirresearchquestionsandobjectives.MainideaofQuestiona:willingnessandabilityoflearningfromeachotherMainideaofQuestionb:capabilityofsteeringthediscussionMainideaofQuestionc:managementofdiscussionMainideaofQuestiond:managementoflackofcertaintyReasonforarrangingthequestionsintheordertheyappear:Thepilotstudyaimedtoinvestigatethedynamicinterplaybetweencollaborativelearningandindependentprojectwork,withaparticularfocusonreducingrelianceonauthorityfigures.Theresearchquestionswerestructuredinalogicalsequencethatreflectstheprogressionofcollaborativelearningexperiences.thestudyexaminedthefundamentalaspectofstudents’willingnessandabilitytolearnfromeachother,whichservesasthecornerstoneofeffectivecollaboration.Buildinguponthisfoundation,thestudydelvedintothepracticalchallengesofsteeringdiscussionstoensuremeaningfulparticipationandbenefitforallinvolved.Subsequently,itexploredthecomplexitiesofmanaginggroupdiscussionsthatrequirethedisclosureofindependent,personalwork,highlightingthedelicatebalancebetweencollaborationandindividualaccountability.thestudyaddressedthecriticalissueofhandlinguncertainty,whichisaninevitableaspectofanycollaborativeendeavor.Byaddressingthesequestionsinasequentialmanner,theauthorsaimtoprovideacomprehensiveunderstandingofthefactorsthatcontributetosuccessfulcollaborativelearningexperienceswhileminimizingthedependenceonauthorityfigures.(Forreferenceonly)ForQuestiona:willingnessandabilityoflearningfromeachotherIexpectthatstudentswillgenerallybewillingtolearnfromtheirpeers,ascollaborativelearninghasbeenshowntoyieldnumerousbenefits.However,theirabilitytodosomayvarydependingonindividualdifferencesincommunicationskills,priorknowledgeandattitudestowardgroupwork.ForQuestionb:capabilityofsteeringthediscussionIanticipatethatstudentswillstruggletosomeextentwithsteeringdiscussionstoalevelwheretheycanfullyparticipateandbenefit.Thischallengemayarisefrompowerdynamicswithinthegroup,differinglevelsofexpertise,ordifficultiesinexpressingandunderstandingcomplexideas.ForQuestionc:managementofdiscussionIexpectthatstudentswillfacevaryingdegreesofdifficultyinmanaginggr