合作学习中学生所扮演的不同角色，在讲解课文中承担的责任以及他们所获得的表达机会等都极大地促进了他们的课堂参与性。
The roles that students took, the responsibility for explaining part of the text on everyone and the chances offered for them to speak out all proved helpful for their classroom participation.
语言意义建构具有主动性、社会性和情境性，基于语言意义建构的特点重建大学英语课堂就是要改变教师角色和学生角色，建立学习共同体。
To reconstruct college English class based on characteristics of language meaning construction is to change the roles of teachers and students and to set up learning community.
团队中防御性的沟通氛围、较低的工作满意度、领导角色模糊都滋养了团队学习中的习惯性防卫。
"Bad team pattern" means defensive communication atmosphere, low job satisfaction, fuzzy leader role, which caused the defensive routines in team learning.
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