Teaching & Researching: Computer-Assisted Language Learning

by Beatty, Ken

• ISBN13: 9781408205006
• ISBN10: 1408205009
• Edition: 2nd
• Format: Paperback
• Copyright: 2010-06-10
• Publisher: Routledge

Summary

Part of the highly-regarded Applied Linguistics in Actionseries, Teaching and Researching: Computer-assisted language learning, provides the most up-to-date coverage of this rapidly-changing suite of learning tools, taking into account the latest developments in Web 2.0and demonstrating how they can be researched, developed and#xA0;then#xA0;practically applied.

Author Biography

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.

Table of Contents

General Editors' Preface	p. ix
Acknowledgements	p. xi
Publisher's Acknowledgements	p. xii
Introduction	p. 1
Key concepts	p. 5
The emergence of CALL	p. 7
A broad discipline	p. 7
Technology driving CALL	p. 12
The changing focus of research in CALL	p. 15
Summary	p. 17
A brief history of CALL	p. 18
CALL in the 1950s and 1960s	p. 18
Simulations	p. 21
CALL in the 1970s and 1980s	p. 25
CALL in the 1990s	p. 37
CALL in the twenty-first century	p. 39
Summary	p. 41
Hypertext, hypermedia and multimedia	p. 42
Hypertext	p. 42
Hypermedia	p. 43
Multimedia	p. 44
Antecedents of multimedia	p. 46
Science fiction and CALL	p. 48
The printed book and CALL	p. 51
Applications to general learning	p. 53
Application of multimedia to language learning	p. 54
Summary	p. 55
Eight Call application	p. 58
Word processing	p. 58
Games	p. 60
Literature	p. 63
Corpus linguistics	p. 67
Computer-mediated communication	p. 69
WWW resources	p. 76
Adapting other materials for CALL	p. 78
Personal Digital Assistants (PDAs) and mobile telephones	p. 80
Summary	p. 82
The place of CALL in research and teaching	p. 83
Second-Language Acquisition and models of instruction	p. 85
Concepts is SLA, behaviourism and constructivism	p. 85
Comprehensible input and output	p. 89
Behaviorist models of instruction	p. 92
Constructivism	p. 99
Summary	p. 107
Collaboration and negotiation of meaning	p. 108
The place of collaboration in CALL	p. 108
Structuring Collaboration	p. 116
Differences between collaboration and other terms	p. 119
The range of collaboration and CALL	p. 120
Collaboration at the Computer	p. 121
Benefits of collaboration learning at the computer	p. 122
Collaboration, CALL and SLA	p. 124
Collaboration at the computer as evidenced by discourse	p. 125
Challenges to collaboration at the computer	p. 130
Challenges to collaboration in a CALL context	p. 132
Discourse that evidences challenges to collaboration	p. 135
Summary	p. 141
Defining a model of Call	p. 142
Defining a model	p. 142
The need for a CALL model	p. 144
A model of current non-CALL language learning	p. 144
Dunkin and BiddleÆs model in a CALL context	p. 146
Various views of CALL	p. 151
Teacher and pupil classroom behaviour: activities used in CALL	p. 153
The virtual classroom	p. 156
Aspsect of CALL model	p. 157
Summary	p. 158
Theoretical and pedagogical concems	p. 159
Concerns for software development	p. 159
Pedagogical concerns for classroom practice	p. 162
Evaluating software	p. 166
Learning and working styles	p. 167
Evolving technology	p. 168
Commercial software	p. 171
Making better use of existing materials	p. 173
Copyright and plagiarism	p. 176
Viruses	p. 179
Safety online	p. 180
Technological have-nots	p. 182
Summary	p. 183
Researching CALL	p. 185
Current research interest	p. 187
A new field: reporting CALL research	p. 187
Approaches to research in CALL	p. 189
The computer as a research tool	p. 190
The role of commercial publishers	p. 190
Reviwing current studies: a survey	p. 191
Conducting research	p. 202
Action Research	p. 202
Summary	p. 205
Research	p. 206
Research context 1: The literature review	p. 210
Research context 2: The pilot study	p. 213
Research context 3: Corpus linguistics	p. 216
Research context 4: Error analysis	p. 218
Research context 5: The experiment	p. 221
Research context 6: The case study	p. 224
Research context 7: The survey	p. 227
Research context 8: The ethnographic approach	p. 231
Conclusion	p. 233
Resources and Glossary	p. 235
Resources	p. 237
Glossary of key terms	p. 243
References	p. 252
Index	p. 276
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