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Computer-Assisted Language Learning (Critical Concepts in Linguistics)

Editat de Philip Hubbard
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en Limba Engleză Carte Hardback – 18 May 2009
Serious work using computers to support language teaching and learning began in the 1960s, but it was not until the beginning of the 1980s when microcomputers began to proliferate that groups of practitioners began forming professional groups and a formal identification of the field occurred. Although the early promise of computer-assisted language learning (or ‘CALL’), to revolutionize second-language learning has not been met, the past quarter century has seen a fascinating range of growth. This is not only because of lessons learned from research and practice, but also due to the rapid and continuing shifts in the technology itself.
Nominally a branch of applied linguistics, 'CALL' is truly interdisciplinary, drawing its core concepts not only from linguistics, but also from computer science, speech engineering, psychology, sociology, second-language acquisition, and general education.
This new four-volume title from Routledge will allow 'CALL' practitioners, researchers, and students to easily access the best and most influential foundational and cutting-edge scholarship. The is also a comprehensive introduction to critical concepts in 'CALL' for applied linguists and language educators interested in the growing role of technology in second-language acquisition.
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Specificații

ISBN-13: 9780415465397
ISBN-10: 0415465397
Pagini: 1888
Dimensiuni: 156 x 234 mm
Greutate: 3.39 kg
Ediția: 1
Editura: Routledge
Seria Critical Concepts in Linguistics


Cuprins

Volume I: Foundations of CALL
Part 1: CALL Theory, Frameworks, and Conceptualizations
1. John Higgins, ‘Introduction: The Metaphor’, Language, Learners, and Computers (Longman, 1988), pp. 8ߝ27.
2. Michael Levy, ‘A Tutor-Tool Framework’, Computer-Assisted Language Learning: Context and Conceptualization (Clarendon Press, 1997), pp. 178ߝ214.
3. Mark Warschauer and Deborah Healey, ‘Computers and Language Learning: An Overview’, Language Teaching, 31, 1998, 57ߝ71.
4. Nina Garrett, ‘Where do Research and Practice Meet? Developing a Discipline’, ReCALL, 10, 1, 1998, 7ߝ12.
5. Stephen Bax, ‘CALL: Past, Present and Future’, System, 31, 1, 2003, 13ߝ28.
6. Carol A. Chapelle, ‘The Potential of Technology for Language Learning’, English Language Learning and Technology (John Benjamins, 2003), pp. 35ߝ68.
Part 2: Early CALL Projects
7. Larrie E. Gale, ‘Macurio, Montevidisco, and Interactive Digame: Developing Interactive Video for Language Instruction’, in W. F. Smith (ed.), Modern Technology in Foreign Language Education (National Textbook Company, 1989), pp. 235ߝ48.
8. Janet Murray, Douglas Morgenstern, and Gilberte Furstenberg, ‘The Athena Language Learning Project: Design Issues for the Next Generation of Computer-Based Language Learning Tools’, in W. F. Smith (ed.), Modern Technology in Foreign Language Education (National Textbook Company, 1989), pp. 97ߝ118.
Part 3: CALL Research Trends and Issues
9. Patricia Dunkel, ‘The Effectiveness Research on CAI and CALL’, in Dunkel (ed.), Computer Assisted Language Learning and Testing: Research Issues and Practice (Newbury House, 1991), pp. 5ߝ36.
10. Carol Chapelle, ‘CALL in the Year 2000: Still in Search of Research Paradigms?’, Language Learning & Technology, 1, 1, 1997, 19ߝ43.
11. Graham Davies, ‘New Technologies and Language Learning: A Suitable Subject for Research?’, in A. Chambers and G. Davies (eds.), New Technologies and Language Learning: A European Perspective (Swets & Zeitlinger, 2001), pp. 13ߝ27.
12. Paul Allum, ‘CALL and the Classroom: The Case for Comparative Research’, ReCALL, 14, 1, 2002, 146ߝ66.
13. Mike Levy, ‘Scope, Goals and Methods in CALL Research: Questions of Coherence and Autonomy’, ReCALL, 12, 2, 2000, 170ߝ95.
Part 4: CALL Design and Evaluation
14. Philip L. Hubbard, ‘Elements of CALL Methodology: Development, Evaluation and Implementation’, in M. C. Pennington (ed.), The Power of CALL (Athelstan, 1996), pp. 15ߝ32.
15. Dominique Hémard, ‘Design Principles and Guidelines for Authoring Hypermedia Language Learning Applications’, System, 25, 1, 1997, 9ߝ27.
16. Liam Murray and Ann Barnes, ‘Beyond the "Wow" Factor: Evaluating Multimedia Language Learning Software from a Pedagogical Viewpoint’, System, 26, 1998, 249ߝ59.
17. Carol A. Chapelle, ‘Computer Assisted Language Learning’, Computer Applications for Second Language Acquisition: Foundations for Teaching, Testing, and Research (Cambridge University Press, 2001), pp. 44ߝ66.
18. Bernard Susser, ‘A Defense of Checklists for Courseware Evaluation’, ReCALL, 13, 2, 2001, 261ߝ76.
Volume II: CALL and Language Skills
Part 5: Listening, Speaking, and Pronunciation
19. Debra Hoven, ‘A Model for Listening and Viewing Comprehension in Multimedia Environments’, Language Learning & Technology, 3, 1, 1999, 88ߝ103.
20. Yong Zhao, ‘The Effects of Listeners’ Control of Speech Rate on Second Language Comprehension’, Applied Linguistics, 18, 1, 1997, 49ߝ68.
21. Linda C. Jones, ‘Supporting Listening Comprehension and Vocabulary Acquisition with Multimedia Applications: The Students’ Voice’, CALICO Journal, 21, 1, 2003, 41ߝ65.
22. Joan-Tomàs Pujolà, ‘Did CALL Feedback Feed Back? Researching Learners’ Use of Feedback’, ReCALL, 13, 1, 2001, 79ߝ98.
23. Isabel Borrás and Robert C. Lafayette, ‘Effects of Multimedia Courseware Subtitling on the Speaking Performance of College Students of French’, The Modern Language Journal, 78, 1994, 61ߝ75.
24. Martha C. Pennington, ‘Computer Aided Pronunciation Pedagogy: Promise, Limitations, Directions’, Computer Assisted Language Learning, 12, 5, 1999, 427ߝ40.
25. Ambra Neri et al., ‘The PedagogyߝTechnology Interface in Computer-Assisted Pronunciation Training’, Computer Assisted Language Learning, 15, 5, 2002, 441ߝ67.
26. Dorothy M. Chun, ‘Signal Analysis Software for Teaching Discourse Intonation’, Language Learning & Technology, 2, 1, 1998, 61ߝ77.
Part 6: Reading and Writing
27. Gail Robinson, ‘Effective Feedback Strategies in CALL: Learning Theory and Empirical Research’, in P. Dunkel (ed.), Computer Assisted Language Learning and Testing: Research Issues and Practice (Newbury House, 1991), pp. 155ߝ67.
28. Tom Cobb and Vance Stevens, ‘A Principled Consideration of Computers and Reading in a Second Language’, in M. C. Pennington (ed.), The Power of CALL (Athelstan, 1996), pp. 115ߝ37.
29. Jan L. Plass et al., ‘Supporting Visual and Verbal Learning Preferences in a Second-Language Multimedia Learning Environment’, Journal of Educational Psychology, 90, 1, 1998, 25ߝ36.
30. Wan Shun Eva Lam, ‘L2 Literacy and the Design of the Self: A Case Study of a Teenager Writing on the Internet’, TESOL Quarterly, 34, 3, 2000, 457ߝ82.
31. Martha C. Pennington, ‘Electronic Media in Second Language Writing: An Overview of Tools and Research Findings’, in S. Fotos and C. M. Browne (eds.), New Perspectives on CALL for Second Language Classrooms (Lawrence Erlbaum, 2004), pp. 69ߝ92.
Part 7: Grammar, Vocabulary, and Data-Driven Learning
32. Klaus Brandl, ‘Strong and Weak Students’ Preferences for Error Feedback Options and Responses’, The Modern Language Journal, 79, 2, 1995, 194ߝ211.
33. Joseph Collentine, ‘Cognitive Principles and CALL Grammar Instruction: A Mind-Centered, Input Approach’, CALICO Journal, 15, 3, 1998, 1ߝ18.
34. Dorothy M. Chun and Jan L. Plass, ‘Effects of Multimedia Annotations on Vocabulary Acquisition’, The Modern Language Journal, 80, 1996, 183ߝ98.
35. B. Batia Laufer and Monica Hill, ‘What Lexical Information Do L2 Learners Select in a CALL Dictionary and How Does it Affect Word Retention?’, Language Learning & Technology, 3, 2, 2002, 58ߝ76.
36. Tim Johns, ‘From Printout to Handout: Grammar and Vocabulary Teaching in the Context of Data-Driven Learning’, in T. Odlin (ed.), Perspectives on Pedagogical Grammar (Cambridge University Press, 1994), pp. 293ߝ313.
37. Angela Chambers, ‘Integrating Corpus Consultation in Language Studies’, Language Learning & Technology, 9, 2, 2005, 111ߝ25.
Volume III: Computer-Mediated Communication for Language Learning
Part 8: CMC Foundations and Conceptualizations
38. Mike Levy and Glenn Stockwell, ‘Computer Mediated Communication’, CALL Dimensions: Options and Issues in Computer-Assisted Language Learning (Lawrence Erlbaum, 2006), pp. 84ߝ109.
39. M. Rafael Salaberry, ‘A Theoretical Foundation for the Development of Pedagogical Tasks in Computer Mediated Communication’, CALICO Journal, 14, 1, 1996, 5ߝ34.
40. Bryan Smith, ‘Computer-Mediated Negotiated Interaction: An Expanded Model’, The Modern Language Journal, 87, 2003, 38ߝ57.
41. Mark Warschauer, ‘Computer-Mediated Collaborative Learning: Theory and Practice’, The Modern Language Journal, 81, 4, 1997, 470ߝ81.
Part 9: Synchronous CMC
42. Dorothy M. Chun, ‘Using Computer Networking to Facilitate the Acquisition of Interactive Competence’, System, 22, 1, 1994, 17ߝ31.
43. Mark Warschauer, ‘Comparing Face-to-Face and Electronic Discussion in the Second Language Classroom’, CALICO Journal, 13, 2/3, 1995/6, 7ߝ26.
44. Richard Kern, ‘Restructuring Classroom Interaction with Networked Computers: Effects on Quantity and Characteristics of Language Production’, The Modern Language Journal, 79, 3, 1995, 457ߝ76.
45. Robert Blake, ‘Computer Mediated Communication: A Window on L2 Spanish Interlanguage’, Language Learning & Technology, 4, 1, 2000, 120ߝ36.
46. Jill Pelletieri, ‘Negotiation in Cyberspace: The Role of Chatting in the Development of Grammatical Competence in the Virtual Foreign Language Classroom’, in M. Warschauer and R. Kern (eds.), Network-Based Language Teaching: Concepts and Practice (Cambridge University Press, 2000), pp. 59ߝ86.
47. Mark Darhower, ‘Interactional Factors of Synchronous CMC in the Intermediate L2 Class: A Sociocultural Case Study’, CALICO Journal, 19, 2, 2002, 249ߝ77.
48. J. Scott Payne and Paul J. Whitney ‘Developing L2 Oral Proficiency Through Synchronous CMC: Output, Working Memory, and Interlanguage Development’, CALICO Journal, 20, 1, 2002, 7ߝ32.
49. Vincenza Tudini, ‘Using Native Speakers in Chat’, Language Learning & Technology, 7, 3, 2003, 141ߝ59.
50. Jannie Roed, ‘Language Learner Behavior in a Virtual Environment’, Computer Assisted Language Learning, 16, 2/3, 2003, 155ߝ72.
Part 10: Asynchronous and Mixed CMC
51. Julie A. Belz, ‘Institutional and Individual Dimensions of Transatlantic Group Work in Network-Based Language Teaching’, ReCALL, 13, 2, 2001, 213ߝ31.
52. Glenn R. Stockwell and Michael W. Harrington, ‘The Incidental Development of L2 Proficiency in NSߝNNS Email Interactions’, CALICO Journal, 20, 2, 2003, 337ߝ59.
53. Zsuzsanna Ittzes Abrams, ‘The Effect of Synchronous and Asynchronous CMC on Oral Performance in German’, The Modern Language Journal, 76, 2, 2003, 157ߝ67.
54. Stephen L. Thorne, ‘Artifacts and Cultures-of-Use in Intercultural Communication’, Language Learning & Technology, 7, 2, 2003, 38ߝ67.
Volume IV: Present Trends and Future Directions in CALL
Part 11: Online Learning
55. Uschi Felix, ‘Exploiting the Web for Language Teaching: Selected Approaches’, ReCALL, 11, 1, 1999, 30ߝ7.
56. Catherine Doughty and Michael Long, ‘Optimal Psycholinguistic Environments for Distance Foreign Language Learning’, Language Learning & Technology, 7, 3, 2003, 50ߝ80.
57. Richard Kern, Paige Ware, and Mark Warschauer, ‘Crossing Frontiers: New Directions in Online Pedagogy and Research’, Annual Review of Applied Linguistics, 24, 2004, 243ߝ60.
58. Regina Hampel and Miryam Hauck, ‘Towards an Effective Use of Audioconferencing in Distance Learning Courses’, Language Learning & Technology, 8, 1, 2004, 66ߝ82.
59. Cynthia White, ‘Towards a Learner-Based Theory of Distance Language Learning: The Concept of the Learner-Context Interface’, in B. Holmberg, M. Shelley, and C. White (eds.), Distance Education and Languages: Evolution and Change (Multilingual Matters, 2005), pp. 55ߝ71.
Part 12: Assessment
60. James Dean Brown, ‘Computers in Language Testing: Present Research and Some Future Directions’, Language Learning & Technology, 1, 1, 1997, 44ߝ59.
61. Carol A. Chapelle and Dan Douglas, ‘What is the CALT Difference?’, Assessing Language through Computer Technology (Cambridge University Press, 2006), pp. 20ߝ39.
Part 13: Learner Training and Autonomy
62. Philip Hubbard, ‘Learner Training for Effective Use of CALL’, in S. Fotos and C. M. Browne (eds.), New Perspectives on CALL for Second Language Classrooms (Lawrence Erlbaum, 2004), pp. 45ߝ68.
63. Françoise Blin, ‘CALL and the Development of Learner Autonomy: Towards an ActivityߝTheoretical Perspective’, ReCALL, 16, 2, 2004, 377ߝ95.
Part 14: Teacher Education
64. Joy Egbert, Trena M. Paulus, and Yoko Nakamichi, ‘The Impact of CALL Instruction on Classroom Computer Use: A Foundation for Rethinking Technology in Teacher Education’, Language Learning and Technology, 6, 3, 2002, 108ߝ26.
65. Nike Arnold and Lara Ducate, ‘Future Foreign Language Teachers’ Social and Cognitive Collaboration in an Online Environment’, Language Learning and Technology, 10, 1, 2006, 42ߝ66.
66. Philip Hubbard and Mike Levy, ‘The Scope of CALL Education’, in P. Hubbard and M. Levy (eds.), Teacher Education in CALL (John Benjamins, 2006), pp. 3ߝ20.
Part 15: Intelligent CALL
67. Noriko Nagata, ‘Intelligent Computer Feedback for Second Language Instruction’, The Modern Language Journal, 77, 3, 1993, 330ߝ9.
68. Henry Hamburger, Michael Schoelles, and Florence Reeder, ‘More Intelligent CALL’, in K. Cameron (ed.), Computer Assisted Language Learning (CALL): Media, Design, and Applications (Swets & Zeitlinger, 1999), pp. 183ߝ202.
69. Trude Heift, ‘Learner Control and Error Correction in ICALL: Browsers, Peekers, and Adamants’, CALICO Journal, 19, 2, 2002, 295ߝ313.
70. Trude Heift and Matthias Schulze, ‘The Past and the Future’, Errors and Intelligence in Computer-Assisted Language Learning: Parsers and Pedagogues (Routledge, 2007), pp. 213ߝ27.
Part 16: Future Directions
71. Patrik Svensson, ‘Virtual Worlds as Arenas for Language Learning’, in U. Felix (ed.), Language Learning Online: Towards Best Practice (Swets & Zeitlinger, 2003), pp. 123ߝ43.
72. Patricia Thornton and Chris Houser, ‘Using Mobile Phones in Education’, in J. Roschelle et al. (eds.), Proceedings of the 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (IEEE Computer Society, 2004), pp. 3ߝ10.
73. Stephen L. Thorne and J. Scott Payne, ‘Evolutionary Trajectories, Internet-Mediated Expression, and Language Education’, CALICO Journal, 22, 3, 2005, 371ߝ97.
74. Karen Price, ‘Afterword: The Future is Now’, in J. Egbert and E. Hanson-Smith (eds.), CALL Environments: Research, Practice, and Critical Issues (TESOL Publications, 2007), pp. 437ߝ54.