Contemporary computer-assisted language learning /

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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...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Thomas, Michael, 1969-, Reinders, Hayo, Warschauer, Mark
Formato: Electrónico eBook
Idioma:Inglés
Publicado: London ; New York : Bloomsbury Academic, 2012.
Colección:Contemporary studies in linguistics.
Temas:
Language and languages > Computer-assisted instruction > Research.
Language and languages > Research > Methodology.
Language acquisition > Research > Methodology.
Langage et langues > Enseignement assisté par ordinateur > Recherche.
Langage et langues > Recherche > Méthodologie.
Langage > Acquisition > Recherche > Méthodologie.
Education.
Language acquisition.
FOREIGN LANGUAGE STUDY > Multi-Language Phrasebooks.
LANGUAGE ARTS & DISCIPLINES > Alphabets & Writing Systems.
LANGUAGE ARTS & DISCIPLINES > Grammar & Punctuation.
LANGUAGE ARTS & DISCIPLINES > Linguistics > General.
LANGUAGE ARTS & DISCIPLINES > Readers.
LANGUAGE ARTS & DISCIPLINES > Spelling.
Language acquisition > Research > Methodology
Acceso en línea:Texto completo
Tabla de Contenidos:
  • 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.
  • 1. Contemporary computer-assisted language learning: The role of digital media and incremental change
  • Summary
  • Introduction
  • Contemporary CALL: An exemplary case study
  • Aspects of contemporary CALL
  • Digital media and social CALL
  • Conclusion
  • PART ONE The CALL context
  • Section introduction
  • 2. Historical perspectives on CALL
  • Summary
  • Introduction
  • Origin of the term CALL
  • Early CALL: 1960s to 1970s
  • CALL and the microcomputer: The 1980s
  • Repositioning CALL: The 1990s
  • CALL and Web 2.0: The 2000s
  • Conclusions
  • 3. Researching language learning in the age of social media
  • Summary
  • Introduction
  • Traditions
  • Environments, socio/affective dimensions and pedagogical processes
  • Conclusion, future directions
  • 4. Second language teacher education for CALL: An alignment of practice and theory
  • Summary
  • Introduction
  • The broad domain
  • Second language teacher education for CALL
  • The sociocultural in SLTE for CALL
  • Sociocultural theory
  • Activity theory
  • The Cambridge study
  • Conclusions
  • Acknowledgements
  • 5. Research on computers in language testing: Past, present and future
  • Summary
  • Introduction
  • Overviews of CBLT
  • CBLT delivery
  • CBLT content
  • Example CBLTs
  • Conclusions
  • 6. Materials design in CALL: Social presence in online environments
  • Summary
  • Introduction
  • Social presence
  • The project: Set-up, participants, methodology and task design
  • Some findings
  • Conclusions
  • PART TWO CALL learning environments
  • Section introduction
  • 7. Telecollaboration and CALL
  • Summary
  • Introduction
  • The origins of telecollaboration
  • Models of telecollaborative exchange
  • Areas of telecollaborative research
  • Telecollaboration 2.0: Current approaches and research
  • Conclusions
  • 8. Distance CALL online
  • Summary
  • Introduction
  • What is distance CALL?
  • An integrated model of distance language learning
  • DCALL research seen through the integrated model
  • Current and future directions
  • 9. Language learning in virtual worlds: Research and practice
  • Summary
  • Introduction
  • A history and overview of VWs
  • Research on virtual worlds
  • Potential barriers to language learning in VWs
  • Primary education in virtual worlds: To Rez or not to Rez?
  • Conclusions
  • 10. Digital games and language learning
  • Summary
  • Introduction
  • Emerging initiatives on digital game-based learning
  • Adaption of commercial off the shelf (COTS) games
  • Design of serious educational language learning games
  • Future development and research directions.
  • 11. Mobile-assisted language learning
  • Summary
  • Introduction
  • Enabling aspects of mobile learning
  • Uses of mobile devices in language learning
  • Issues of concern with mobile learning
  • Emerging directions
  • Conclusions
  • 12. CALL in low-tech contexts
  • Summary
  • Introduction
  • Definition of low-technology contexts
  • Overview of how technology has been used in educational settings in the last few decades
  • CALL and low-tech environments
  • How to use CALL in low-tech contexts
  • Conclusions
  • PART THREE CALL in language education
  • Section introduction
  • 13. Intelligent CALL
  • Summary
  • What is ICALL?
  • ICALL resources for the language learning classroom
  • ICALL and the importance of interaction
  • Reference and learner corpora
  • Future research
  • 14. Technology-enhanced reading environments
  • Summary
  • Introduction
  • Components of second language reading
  • New approaches to computer-supported reading
  • Broader approaches
  • Conclusion
  • 15. The role of technology in teaching and researching writing
  • Summary
  • Introduction
  • Automated writing evaluation
  • Current practice
  • Merits and caveats
  • Important considerations and future research
  • Collaborative writing environments
  • Important considerations and future research
  • Conclusions
  • 16. CALL and less commonly taught languages
  • Summary
  • Introduction
  • What are less commonly taught languages?
  • Available resources
  • The raw Web
  • Non-Roman writing systems
  • Distance learning and hybrid courses
  • Copyright issues
  • Conclusions
  • Appendix A: Pedagogical Site Thumbnail Descriptions
  • 17. CALL and digital feedback
  • Summary
  • Introduction
  • Digital feedback in CALL on writing
  • Digital feedback in CALL on speaking
  • Conclusions
  • 18. Task-based language teaching and CALL
  • Summary
  • Introduction
  • Task-based language teaching (TBLT)
  • TBLT and CALL: Reality and potential
  • Case study on Web 2.0 digital media and TBL
  • Findings from the project
  • Conclusions
  • 19. CALL and learner autonomy: Affordances and constraints
  • Summary
  • Introduction
  • The role of learner autonomy in language learning and teaching
  • Technology and learner autonomy
  • The affordances of CALL for learner autonomy
  • The constraints of CALL for learner autonomy
  • Overcoming constraints and challenges for developing learner autonomy.

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