| ISBN13: | 9781408205006 |
| ISBN10: | 1408205009 |
| Kötéstípus: | Puhakötés |
| Terjedelem: | 304 oldal |
| Méret: | 234x156 mm |
| Súly: | 453 g |
| Nyelv: | angol |
| 0 |
Irodalomtudomány általában, referensz művek
Nyelvtudomány általában, szótárak
Történeti nyelvészet
Pszicholingvisztika
ELT általában
Nyelvkönyvek
Nyelvkönyvek
Idegen nyelvi beszédértés, kiejtés
Nyelvoktatás
Angol nyelv és irodalom
Irodalomtudomány általában, referensz művek (karitatív célú kampány)
Nyelvtudomány általában, szótárak (karitatív célú kampány)
Történeti nyelvészet (karitatív célú kampány)
Pszicholingvisztika (karitatív célú kampány)
ELT általában (karitatív célú kampány)
Nyelvkönyvek (karitatív célú kampány)
Nyelvkönyvek (karitatív célú kampány)
Idegen nyelvi beszédértés, kiejtés (karitatív célú kampány)
Nyelvoktatás (karitatív célú kampány)
Angol nyelv és irodalom (karitatív célú kampány)
Teaching & Researching: Computer-Assisted Language Learning
GBP 36.99
Kattintson ide a feliratkozáshoz
A Prosperónál jelenleg nincsen raktáron.
Computers increasingly play an important role in education, particularly language learning. But Computer-assisted Language Learning (CALL) is constantly undergoing change because of technological advances that create opportunities to revisit old ideas, to conduct new research and to challenge established beliefs about the ways in which teaching and learning can be carried out both with and without a human teacher. This book offers teachers and researchers a better understanding of CALL through:
- A comprehensive overview of CALL, fully updated to take into account the Web 2.0 revolution
- 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
CALL is a field tied closely to other areas of study within applied linguistics such as autonomy in language learning, as well as to the teaching of particular language skills. It also reaches out to other disciplines such as computer science.
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.
Contents
General Editors&&&8217; 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&&&8217;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
