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Contemporary computer-assisted language learning /
Contemporary Computer-Assisted Language Learning (CALL) is a comprehensive, one-volume work written by leading international figures in the field focusing on a wide range of theoretical and methodological issues. It explains key terms and concepts, synthesizes the research literature and explores th...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London ; New York :
Bloomsbury Academic,
2012.
|
| Colección: | Contemporary studies in linguistics.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Contemporary computer-assisted language learning / |c edited by Michael Thomas, Hayo Reinders and Mark Warschauer. |
| 260 | |a London ; |a New York : |b Bloomsbury Academic, |c 2012. | ||
| 300 | |a 1 online resource | ||
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| 490 | 1 | |a Contemporary studies in linguistics | |
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a Contemporary Computer-Assisted Language Learning (CALL) is a comprehensive, one-volume work written by leading international figures in the field focusing on a wide range of theoretical and methodological issues. It explains key terms and concepts, synthesizes the research literature and explores the implications of new and emerging technologies. The book includes chapters on key aspects for CALL such as design, teacher education, evaluation, teaching online and testing, as well as new trends such as social media. The volume takes a broad look at CALL and explores how a variety of theoretical. | ||
| 505 | 0 | |a 1. Contemporary computer-assisted language learning: The role of digital media and incremental change -- 2. Historical perspectives on CALL -- 3. Researching language learning in the age of social media -- 4. Second language teacher education for CALL: An alignment of practice and theory -- 5. Research on computers in language testing: Past, present and future -- 6. Materials design in CALL: Social presence in online environments -- 7. Telecollaboration and CALL -- 8. Distance CALL online -- 9. Language learning in virtual worlds: Research and practice -- 10. Digital games and language learning -- 11. Mobile-assisted language learning -- 12. CALL in low-tech contexts -- 13. Intelligent CALL -- 14. Technology-enhanced reading environments -- 15. The role of technology in teaching and researching writing -- 16. CALL and less commonly taught languages -- 17. CALL and digital feedback -- 18. Task-based language teaching and CALL -- 19. CALL and learner autonomy: Affordances and constraints. | |
| 505 | 0 | 0 | |g 1. |t Contemporary computer-assisted language learning: The role of digital media and incremental change -- |t Summary -- |t Introduction -- |t Contemporary CALL: An exemplary case study -- |t Aspects of contemporary CALL -- |t Digital media and social CALL -- |t Conclusion -- |t PART ONE The CALL context -- |t Section introduction -- |g 2. |t Historical perspectives on CALL -- |t Summary -- |t Introduction -- |t Origin of the term CALL -- |t Early CALL: 1960s to 1970s -- |t CALL and the microcomputer: The 1980s -- |t Repositioning CALL: The 1990s -- |t CALL and Web 2.0: The 2000s -- |t Conclusions -- |g 3. |t Researching language learning in the age of social media -- |t Summary -- |t Introduction -- |t Traditions -- |t Environments, socio/affective dimensions and pedagogical processes -- |t Conclusion, future directions -- |g 4. |t Second language teacher education for CALL: An alignment of practice and theory -- |t Summary -- |t Introduction -- |t The broad domain -- |t Second language teacher education for CALL -- |t The sociocultural in SLTE for CALL -- |t Sociocultural theory -- |t Activity theory -- |t The Cambridge study -- |t Conclusions -- |t Acknowledgements -- |g 5. |t Research on computers in language testing: Past, present and future -- |t Summary -- |t Introduction -- |t Overviews of CBLT -- |t CBLT delivery -- |t CBLT content -- |t Example CBLTs -- |t Conclusions -- |g 6. |t Materials design in CALL: Social presence in online environments -- |t Summary -- |t Introduction -- |t Social presence -- |t The project: Set-up, participants, methodology and task design -- |t Some findings -- |t Conclusions -- |t PART TWO CALL learning environments -- |t Section introduction -- |g 7. |t Telecollaboration and CALL -- |t Summary -- |t Introduction -- |t The origins of telecollaboration -- |t Models of telecollaborative exchange -- |t Areas of telecollaborative research -- |t Telecollaboration 2.0: Current approaches and research -- |t Conclusions -- |g 8. |t Distance CALL online -- |t Summary -- |t Introduction -- |t What is distance CALL? -- |t An integrated model of distance language learning -- |t DCALL research seen through the integrated model -- |t Current and future directions -- |g 9. |t Language learning in virtual worlds: Research and practice -- |t Summary -- |t Introduction -- |t A history and overview of VWs -- |t Research on virtual worlds -- |t Potential barriers to language learning in VWs -- |t Primary education in virtual worlds: To Rez or not to Rez? -- |t Conclusions -- |g 10. |t Digital games and language learning -- |t Summary -- |t Introduction -- |t Emerging initiatives on digital game-based learning -- |t Adaption of commercial off the shelf (COTS) games -- |t Design of serious educational language learning games -- |t Future development and research directions. |
| 505 | 0 | 0 | |g 11. |t Mobile-assisted language learning -- |t Summary -- |t Introduction -- |t Enabling aspects of mobile learning -- |t Uses of mobile devices in language learning -- |t Issues of concern with mobile learning -- |t Emerging directions -- |t Conclusions -- |g 12. |t CALL in low-tech contexts -- |t Summary -- |t Introduction -- |t Definition of low-technology contexts -- |t Overview of how technology has been used in educational settings in the last few decades -- |t CALL and low-tech environments -- |t How to use CALL in low-tech contexts -- |t Conclusions -- |t PART THREE CALL in language education -- |t Section introduction -- |g 13. |t Intelligent CALL -- |t Summary -- |t What is ICALL? -- |t ICALL resources for the language learning classroom -- |t ICALL and the importance of interaction -- |t Reference and learner corpora -- |t Future research -- |g 14. |t Technology-enhanced reading environments -- |t Summary -- |t Introduction -- |t Components of second language reading -- |t New approaches to computer-supported reading -- |t Broader approaches -- |t Conclusion -- |g 15. |t The role of technology in teaching and researching writing -- |t Summary -- |t Introduction -- |t Automated writing evaluation -- |t Current practice -- |t Merits and caveats -- |t Important considerations and future research -- |t Collaborative writing environments -- |t Important considerations and future research -- |t Conclusions -- |g 16. |t CALL and less commonly taught languages -- |t Summary -- |t Introduction -- |t What are less commonly taught languages? -- |t Available resources -- |t The raw Web -- |t Non-Roman writing systems -- |t Distance learning and hybrid courses -- |t Copyright issues -- |t Conclusions -- |t Appendix A: Pedagogical Site Thumbnail Descriptions -- |g 17. |t CALL and digital feedback -- |t Summary -- |t Introduction -- |t Digital feedback in CALL on writing -- |t Digital feedback in CALL on speaking -- |t Conclusions -- |g 18. |t Task-based language teaching and CALL -- |t Summary -- |t Introduction -- |t Task-based language teaching (TBLT) -- |t TBLT and CALL: Reality and potential -- |t Case study on Web 2.0 digital media and TBL -- |t Findings from the project -- |t Conclusions -- |g 19. |t CALL and learner autonomy: Affordances and constraints -- |t Summary -- |t Introduction -- |t The role of learner autonomy in language learning and teaching -- |t Technology and learner autonomy -- |t The affordances of CALL for learner autonomy -- |t The constraints of CALL for learner autonomy -- |t Overcoming constraints and challenges for developing learner autonomy. |
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| 650 | 0 | |a Language and languages |x Computer-assisted instruction |x Research. | |
| 650 | 0 | |a Language and languages |x Research |x Methodology. | |
| 650 | 0 | |a Language acquisition |x Research |x Methodology. | |
| 650 | 6 | |a Langage et langues |x Enseignement assisté par ordinateur |x Recherche. | |
| 650 | 6 | |a Langage et langues |x Recherche |x Méthodologie. | |
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| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Linguistics |x General. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Readers. |2 bisacsh | |
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| 700 | 1 | |a Warschauer, Mark. | |
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