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Disruptive Technologies and the Language Classroom: A Complex Systems Theory Approach 2019 ed. [Kõva köide]

  • Formaat: Hardback, 156 pages, kõrgus x laius: 210x148 mm, kaal: 454 g, 2 Illustrations, color; 1 Illustrations, black and white; XVII, 156 p. 3 illus., 2 illus. in color., 1 Hardback
  • Ilmumisaeg: 14-Nov-2019
  • Kirjastus: Springer Nature Switzerland AG
  • ISBN-10: 3030313670
  • ISBN-13: 9783030313678
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Disruptive Technologies and the Language Classroom: A Complex Systems Theory Approach 2019 ed.Suurem pilt
  • Formaat: Hardback, 156 pages, kõrgus x laius: 210x148 mm, kaal: 454 g, 2 Illustrations, color; 1 Illustrations, black and white; XVII, 156 p. 3 illus., 2 illus. in color., 1 Hardback
  • Ilmumisaeg: 14-Nov-2019
  • Kirjastus: Springer Nature Switzerland AG
  • ISBN-10: 3030313670
  • ISBN-13: 9783030313678
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9783030313678.html
Märksõnad:

Although new technologies are embedded in students’ lives today, there is often an assumption that their use is transparent, inconsequential, or a distraction. This book combines complex systems theory with sociocultural theory and the multimodal theory of communication, providing an innovative theoretical framework to examine how communication and meaning-making in the language classroom have developed over time, how technology impacts on meaning-making, and what the implications are for learners, teachers, institutions and policy makers. Recent studies provide evidence for the disruptive effect of technology which has resulted in a phase shift that is reshaping language education by creating new interaction patterns, allowing for multimodal communication, and introducing real-world communication into the classroom. The book proposes ways of responding to this shift before concluding that the new technologies are radically transforming the way we learn. It is likely to appeal to a range of readers, including students, academics, teachers and policy-makers.


1 Introduction
1(16)
1.1 Background: Computer-Assisted Language Learning
2(2)
1.2 The Disruptive Potential of New Technologies
4(4)
1.3 Approach
8(3)
1.4 Outline of the Book
11(2)
References
13(4)
2 Theoretical Framework
17(24)
2.1 Complex Systems Theory: System and Context
23(5)
2.1.1 Complex Systems Theory
23(2)
2.1.2 Complex Systems Theory and Applied Linguistics
25(3)
2.2 Sociocultural Theory
28(5)
2.2.1 Social Interaction
29(2)
2.2.2 Tools Use and Mediation
31(2)
2.3 Theory of Multimodal Communication
33(2)
2.4 Conclusion
35(1)
References
35(6)
3 Human Meaning-Making: Communication Tools and Modes and Epistemic Practices
41(8)
3.1 Development of Tools and Modes of Communication
42(2)
3.2 Communication Modes and Their Affordances
44(2)
3.3 Development of Learning and the Use of Particular Modes of Communication
46(1)
References
47(2)
4 Computer-Mediated Communication and Meaning-Making in the Language Classroom: Disruptions in Learning and Teaching
49(52)
4.1 Approach
50(2)
4.2 Changes in Interaction Patterns
52(9)
4.2.1 Traditional Interaction Patterns in Language Education (Attractor 1)
52(4)
4.2.2 Active Meaning-Making and Negotiation of Meaning by Learners Online
56(4)
4.2.3 New Interlocutors and Multiple Resources
60(1)
4.3 Changes in Communication
61(17)
4.3.1 Communication in the Traditional Face-to-Face Language Classroom (Attractor 2)
61(3)
4.3.2 Written Computer-Mediated Communication Across Space and/or Time
64(4)
4.3.3 Social Presence in Online Communication
68(2)
4.3.4 Multimodal Communication and Its Use in the Classroom
70(4)
4.3.5 Multimodal Online Communication in Language Learning and Teaching Settings
74(4)
4.4 Changes in Learners' Positioning in Relation to the World
78(12)
4.4.1 Learner and Teacher Identities in the Traditional Language Classroom (Attractor 3)
79(1)
4.4.2 Constructed Identities, Imagined Communities and Online Affinity Spaces
80(5)
4.4.3 Linking the Language Learner with the Larger Social World
85(2)
4.4.4 Learning in the Wild
87(3)
4.5 A Phase Shift in Language Learning and Teaching
90(1)
References
91(10)
5 What If?
101(12)
5.1 What If Dichotomies That Have Been Axiomatic in Certain Linguistic Theories Obscure Insights into the Nature of Language and Its Learning Rather Than Facilitate Them?
102(1)
5.2 What If Applied Linguists Should Be Seeking to Explain How Language Learners Increase Their Participation in a Second Language Community Rather Than, or in Addition to, How They Acquire the Language of the Community?
103(1)
5.3 What If the Process of Learning and the Learners Cannot Be Usefully Separated? What If Individual Routes to Acquisition/Participation No Longer Need to Be Idealized A way?
104(1)
5.4 What If Learning Is Viewed as an Open, Continually Evolving, System Rather Than a Closed One?
104(1)
5.5 What If Learning a Language Is Not Only About Learning Conventions but also About Innovation and Creation?
105(1)
5.6 What If We Truly Understand That Teaching Does Not Cause Learning?
106(1)
5.7 What If Language Learning Tasks Are Not Viewed as Static Frames? What If They Are Seen Not as Providing Input but Instead as Providing Affordances?
106(1)
5.8 What If Understanding Through Talk Is the Result of the Dynamics of the System? What If All Aspects of Language Use Are Dialogic?
107(1)
5.9 What If Absolutist Prescriptions and Proscriptions About Teaching Are Doomed to Fail?
108(1)
5.10 A New Approach to Language Learning and Teaching
109(1)
References
109(4)
6 Implications for Teaching and for Research
113(14)
6.1 Implications for Teachers and Institutions
114(4)
6.2 Implications for Educational Policy
118(2)
6.3 Implications for Research and for Researchers
120(3)
References
123(4)
7 Conclusion
127(6)
7.1 CALL and Theory
128(1)
7.2 Digital Technologies Transforming the Way We Learn
129(2)
References
131(2)
References 133(20)
Index 153
Regine Hampel is Professor of Open and Distance Language Learning at the Open University, UK.