Computers play a crucial and rapidly evolving role in education, particularly in the area of language learning. Far from being a tool mimicking a textbook or teacher, Computer-Assisted Language Learning (CALL) has the power to transform language learning through the pioneering application of innovative research and practices. Technological innovation creates opportunities to revisit old ideas, conduct new research and challenge established beliefs, meaning that the field is constantly undergoing change. This fully revised second edition brings teachers and researchers up-to-date by offering:A…mehr
Computers play a crucial and rapidly evolving role in education, particularly in the area of language learning. Far from being a tool mimicking a textbook or teacher, Computer-Assisted Language Learning (CALL) has the power to transform language learning through the pioneering application of innovative research and practices. Technological innovation creates opportunities to revisit old ideas, conduct new research and challenge established beliefs, meaning that the field is constantly undergoing change. This fully revised second edition brings teachers and researchers up-to-date by offering:A comprehensive overview of CALL and current research issues Step-by-step instructions on conducting research projects in CALL Extensive resources in the form of contacts, websites and free software references A glossary of terms related to CALL Closely linked to other branches of study such as autonomy in language learning and computer science, CALL is at the cutting edge of current research directions. This book is essential reading for all teachers and researchers interested in using CALL to make language learning a richer, more productive and more enjoyable task. Ken Beatty has taught at colleges and universities in Canada, Asia and the Middle East. His publications include more than 100 textbooks for learning English as a Second Language, as well as various websites, CD-ROMs and educational videos.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Ken Beatty has taught at colleges and universities in Canada, Asia and the Middle East. His publications include more than 100 textbooks for learning English as a Second Language, as well as various websites, CD-ROMs and educational videos.
Inhaltsangabe
Contents General Editors' Preface Acknowledgements Introduction Section I Key concepts 1 The emergence of CALL 1.1 A broad discipline 1.2 Technology driving CALL 1.3 The changing focus of research in CALL Summary 2 A brief history of CALL 2.1 CALL in the 1950s and 1960s 2.2 Simulations 2.3 CALL in the 1970s and 1980s 2.4 CALL in the 1990s 2.5 CALL in the 21st Century Summary 3 Hypertext, hypermedia and multimedia 3.1 Hypertext 3.2 Hypermedia 3.3 Multimedia 3.4 Antecedents of multimedia 3.5 Science fiction and CALL 3.6 The printed book and CALL 3.7 Applications to general learning 3.8 Applications of multimedia to language learning Summary 4 Eight CALL applications 4.1 Word processing 4.2 Games 4.3 Literature 4.4 Corpus linguistics 4.5 Computer-mediated communication 4.6 WWW resources 4.7 Adapting other materials for CALL 4.8 Personal Digital Assistants (PDAs) and Mobile Telephones Summary Section II The place of CALL in research and teaching 5 Second-language Acquisition and models of instruction 5.1 Concepts in SLA, behaviourism and constructivism 5.2 Comprehensible input and output 5.3 Behaviourist models of instruction 5.4 Constructivism Summary 6 Collaboration and negotiation of meaning 6.1 The place of collaboration in CALL 6.2 Structuring collaboration 6.3 Differences between collaboration and other terms 6.4 The range of collaboration and CALL 6.5 Collaboration at the computer 6.6 Benefits of collaborative learning at the computer 6.7 Collaboration, CALL and SLA 6.8 Collaboration at the computer as evidenced by discourse 6.9 Challenges to collaboration 6.10 Challenges to collaboration in a CALL context 6.11 Discourse that evidences challenges to collaboration Summary 7 Defining a model of CALL 7.1 Defining a model 7.2 The need for a CALL model 7.3 A model of current non-CALL language learning 7.4 Dunkin and Biddle's model in a CALL context 7.5 Various views of CALL 7.6 Teacher and pupil classroom behavior: activities used in CALL 7.7 A virtual classroom 7.8 Aspects of a CALL model Summary 8 Theoretical and pedagogical concerns 8.1 Concerns for software development 8.2 Pedagogical concerns for classroom practice 8.3 &uating software 8.4 Learning and working styles 8.5 Evolving technology 8.6 Commercial software 8.7 Making better use of existing materials 8.8 Copyright and plagiarism 8.9 Viruses 8.10 Safety online 8.11 Technological have-nots Summary Section III Researching CALL 9 Current research interests 9.1 A new field: reporting CALL research 9.2 Approaches to research in CALL 9.3 The computer as a tool of research 9.4 The role of commercial publishers 9.5 Reviewing current studies: a survey 9.6 Conducting research 9.7 Action research Summary 10 Research 10.1 Research context 1: The literature review 10.2 Research context 2: A pilot study 10.3 Research context 3: Corpus linguistics 10.4 Research context 4: Error analysis 10.5 Research context 5: The experiment 10.6 Research context 6: A case study 10.7 Research context 7: The survey 10.8 Research context 8: The ethnographic approach Conclusion Section IV Resources Glossary of key terms References Index
Contents General Editors' Preface Acknowledgements Introduction Section I Key concepts 1 The emergence of CALL 1.1 A broad discipline 1.2 Technology driving CALL 1.3 The changing focus of research in CALL Summary 2 A brief history of CALL 2.1 CALL in the 1950s and 1960s 2.2 Simulations 2.3 CALL in the 1970s and 1980s 2.4 CALL in the 1990s 2.5 CALL in the 21st Century Summary 3 Hypertext, hypermedia and multimedia 3.1 Hypertext 3.2 Hypermedia 3.3 Multimedia 3.4 Antecedents of multimedia 3.5 Science fiction and CALL 3.6 The printed book and CALL 3.7 Applications to general learning 3.8 Applications of multimedia to language learning Summary 4 Eight CALL applications 4.1 Word processing 4.2 Games 4.3 Literature 4.4 Corpus linguistics 4.5 Computer-mediated communication 4.6 WWW resources 4.7 Adapting other materials for CALL 4.8 Personal Digital Assistants (PDAs) and Mobile Telephones Summary Section II The place of CALL in research and teaching 5 Second-language Acquisition and models of instruction 5.1 Concepts in SLA, behaviourism and constructivism 5.2 Comprehensible input and output 5.3 Behaviourist models of instruction 5.4 Constructivism Summary 6 Collaboration and negotiation of meaning 6.1 The place of collaboration in CALL 6.2 Structuring collaboration 6.3 Differences between collaboration and other terms 6.4 The range of collaboration and CALL 6.5 Collaboration at the computer 6.6 Benefits of collaborative learning at the computer 6.7 Collaboration, CALL and SLA 6.8 Collaboration at the computer as evidenced by discourse 6.9 Challenges to collaboration 6.10 Challenges to collaboration in a CALL context 6.11 Discourse that evidences challenges to collaboration Summary 7 Defining a model of CALL 7.1 Defining a model 7.2 The need for a CALL model 7.3 A model of current non-CALL language learning 7.4 Dunkin and Biddle's model in a CALL context 7.5 Various views of CALL 7.6 Teacher and pupil classroom behavior: activities used in CALL 7.7 A virtual classroom 7.8 Aspects of a CALL model Summary 8 Theoretical and pedagogical concerns 8.1 Concerns for software development 8.2 Pedagogical concerns for classroom practice 8.3 &uating software 8.4 Learning and working styles 8.5 Evolving technology 8.6 Commercial software 8.7 Making better use of existing materials 8.8 Copyright and plagiarism 8.9 Viruses 8.10 Safety online 8.11 Technological have-nots Summary Section III Researching CALL 9 Current research interests 9.1 A new field: reporting CALL research 9.2 Approaches to research in CALL 9.3 The computer as a tool of research 9.4 The role of commercial publishers 9.5 Reviewing current studies: a survey 9.6 Conducting research 9.7 Action research Summary 10 Research 10.1 Research context 1: The literature review 10.2 Research context 2: A pilot study 10.3 Research context 3: Corpus linguistics 10.4 Research context 4: Error analysis 10.5 Research context 5: The experiment 10.6 Research context 6: A case study 10.7 Research context 7: The survey 10.8 Research context 8: The ethnographic approach Conclusion Section IV Resources Glossary of key terms References Index
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