An Ideal Chinese Second-Language Lesson

Abstract

This chapter sets out the background of a case study of collaborative knowledge improvement using a representational tool named as GroupScribbles in a Chinese as second-language learning lesson. The case study was carried out in observational approaches in a natural context. To address the research questions, being (1) the interplay between patterns of medium transition and trajectories of group understanding development and (2) the teacher’s role in managing multilayered activities for assisting more productive group understanding development, a microanalysis of evolving interactions was proposed by focusing on three analytic dimensions: (1) patterns of medium transition, (2) cognitive processing, and (3) teachers’ activities (including teachers’ instructional activities and teachers’ and students’ interactions). These three dimensions are closely linked together to help comprehensively investigate complex and dynamic interactions in networked Chinese second-language learning classrooms. The findings to answer the research questions are presented in Chap. 7 and Chap. 8, respectively.