9781408205006

Teaching & Researching: Computer-Assisted Language Learning

by
  • ISBN13:

    9781408205006

  • ISBN10:

    1408205009

  • Edition: 2nd
  • Format: Paperback
  • Copyright: 2010-06-10
  • Publisher: Routledge

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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' Prefacep. ix
Acknowledgementsp. xi
Publisher's Acknowledgementsp. xii
Introductionp. 1
Key conceptsp. 5
The emergence of CALLp. 7
A broad disciplinep. 7
Technology driving CALLp. 12
The changing focus of research in CALLp. 15
Summaryp. 17
A brief history of CALLp. 18
CALL in the 1950s and 1960sp. 18
Simulationsp. 21
CALL in the 1970s and 1980sp. 25
CALL in the 1990sp. 37
CALL in the twenty-first centuryp. 39
Summaryp. 41
Hypertext, hypermedia and multimediap. 42
Hypertextp. 42
Hypermediap. 43
Multimediap. 44
Antecedents of multimediap. 46
Science fiction and CALLp. 48
The printed book and CALLp. 51
Applications to general learningp. 53
Application of multimedia to language learningp. 54
Summaryp. 55
Eight Call applicationp. 58
Word processingp. 58
Gamesp. 60
Literaturep. 63
Corpus linguisticsp. 67
Computer-mediated communicationp. 69
WWW resourcesp. 76
Adapting other materials for CALLp. 78
Personal Digital Assistants (PDAs) and mobile telephonesp. 80
Summaryp. 82
The place of CALL in research and teachingp. 83
Second-Language Acquisition and models of instructionp. 85
Concepts is SLA, behaviourism and constructivismp. 85
Comprehensible input and outputp. 89
Behaviorist models of instructionp. 92
Constructivismp. 99
Summaryp. 107
Collaboration and negotiation of meaningp. 108
The place of collaboration in CALLp. 108
Structuring Collaborationp. 116
Differences between collaboration and other termsp. 119
The range of collaboration and CALLp. 120
Collaboration at the Computerp. 121
Benefits of collaboration learning at the computerp. 122
Collaboration, CALL and SLAp. 124
Collaboration at the computer as evidenced by discoursep. 125
Challenges to collaboration at the computerp. 130
Challenges to collaboration in a CALL contextp. 132
Discourse that evidences challenges to collaborationp. 135
Summaryp. 141
Defining a model of Callp. 142
Defining a modelp. 142
The need for a CALL modelp. 144
A model of current non-CALL language learningp. 144
Dunkin and Biddle∆s model in a CALL contextp. 146
Various views of CALLp. 151
Teacher and pupil classroom behaviour: activities used in CALLp. 153
The virtual classroomp. 156
Aspsect of CALL modelp. 157
Summaryp. 158
Theoretical and pedagogical concemsp. 159
Concerns for software developmentp. 159
Pedagogical concerns for classroom practicep. 162
Evaluating softwarep. 166
Learning and working stylesp. 167
Evolving technologyp. 168
Commercial softwarep. 171
Making better use of existing materialsp. 173
Copyright and plagiarismp. 176
Virusesp. 179
Safety onlinep. 180
Technological have-notsp. 182
Summaryp. 183
Researching CALLp. 185
Current research interestp. 187
A new field: reporting CALL researchp. 187
Approaches to research in CALLp. 189
The computer as a research toolp. 190
The role of commercial publishersp. 190
Reviwing current studies: a surveyp. 191
Conducting researchp. 202
Action Researchp. 202
Summaryp. 205
Researchp. 206
Research context 1: The literature reviewp. 210
Research context 2: The pilot studyp. 213
Research context 3: Corpus linguisticsp. 216
Research context 4: Error analysisp. 218
Research context 5: The experimentp. 221
Research context 6: The case studyp. 224
Research context 7: The surveyp. 227
Research context 8: The ethnographic approachp. 231
Conclusionp. 233
Resources and Glossaryp. 235
Resourcesp. 237
Glossary of key termsp. 243
Referencesp. 252
Indexp. 276
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