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Teaching & Researching: Computer-Assisted Language Learning 2nd edition [Pehme köide]

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  • Formaat: Paperback / softback, 304 pages, kõrgus x laius x paksus: 156x234x17 mm, kaal: 454 g
  • Sari: Applied Linguistics in Action
  • Ilmumisaeg: 10-Jun-2010
  • Kirjastus: Routledge
  • ISBN-10: 1408205009
  • ISBN-13: 9781408205006
Teised raamatud teemal:
Teaching & Researching: Computer-Assisted Language Learning 2nd editionSuurem pilt
  • Formaat: Paperback / softback, 304 pages, kõrgus x laius x paksus: 156x234x17 mm, kaal: 454 g
  • Sari: Applied Linguistics in Action
  • Ilmumisaeg: 10-Jun-2010
  • Kirjastus: Routledge
  • ISBN-10: 1408205009
  • ISBN-13: 9781408205006
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781408205006.html
Märksõnad:

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.



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.

Muu info

Part of the highly-regarded Applied Linguistics in Action series, 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 2.0 and demonstrating how they can be researched, developed and then practically applied.
General Editors' Preface ix
Acknowledgements xi
Publisher's Acknowledgements xii
Introduction 1(4)
Section I Key concepts
5(78)
1 The emergence of CALL
7(11)
1.1 A broad discipline
7(5)
1.2 Technology driving CALL
12(3)
1.3 The changing focus of research in CALL
15(3)
Summary
17(1)
2 A brief history of CALL
18(24)
2.1 CALL in the 1950s and 1960s
18(3)
2.2 Simulations
21(4)
2.3 CALL in the 1970s and 1980s
25(12)
2.4 CALL in the 1990s
37(2)
2.5 CALL in the twenty-first century
39(3)
Summary
41(1)
3 Hypertext, hypermedia and multimedia
42(16)
3.1 Hypertext
42(1)
3.2 Hypermedia
43(1)
3.3 Multimedia
44(2)
3.4 Antecedents of multimedia
46(2)
3.5 Science fiction and CALL
48(3)
3.6 The printed book and CALL
51(2)
3.7 Applications to general learning
53(1)
3.8 Applications of multimedia to language learning
54(4)
Summary
56(2)
4 Eight CALL applications
58(25)
4.1 Word processing
58(2)
4.2 Games
60(3)
4.3 Literature
63(4)
4.4 Corpus linguistics
67(2)
4.5 Computer-mediated communication
69(7)
4.6 WWW resources
76(2)
4.7 Adapting other materials for CALL
78(2)
4.8 Personal Digital Assistants (PDAs) and mobile telephones
80(3)
Summary
82(1)
Section II The place of CALL in research and teaching
83(102)
5 Second-Language Acquisition and models of instruction
85(23)
5.1 Concepts in SLA, behaviourism and constructivism
85(4)
5.2 Comprehensible input and output
89(3)
5.3 Behaviourist models of instruction
92(7)
5.4 Constructivism
99(9)
Summary
107(1)
6 Collaboration and negotiation of meaning
108(34)
6.1 The place of collaboration in CALL
108(8)
6.2 Structuring collaboration
116(3)
6.3 Differences between collaboration and other terms
119(1)
6.4 The range of collaboration and CALL
120(1)
6.5 Collaboration at the computer
121(1)
6.6 Benefits of collaborative learning at the computer
122(2)
6.7 Collaboration, CALL and SLA
124(1)
6.8 Collaboration at the computer as evidenced by discourse
125(5)
6.9 Challenges to collaboration at the computer
130(2)
6.10 Challenges to collaboration in a CALL context
132(3)
6.11 Discourse that evidences challenges to collaboration
135(7)
Summary
141(1)
7 Defining a model of CALL
142(17)
7.1 Defining a model
142(2)
7.2 The need for a CALL model
144(1)
7.3 A model of current non-CALL language learning
144(2)
7.4 Dunkin and Biddle's model in a CALL context
146(5)
7.5 Various views of CALL
151(2)
7.6 Teacher and pupil classroom behaviour: activities used in CALL
153(3)
7.7 The virtual classroom
156(1)
7.8 Aspects of a CALL model
157(2)
Summary
158(1)
8 Theoretical and pedagogical concerns
159(26)
8.1 Concerns for software development
159(3)
8.2 Pedagogical concerns for classroom practice
162(4)
8.3 Evaluating software
166(1)
8.4 Learning and working styles
167(1)
8.5 Evolving technology
168(3)
8.6 Commercial software
171(2)
8.7 Making better use of existing materials
173(3)
8.8 Copyright and plagiarism
176(3)
8.9 Viruses
179(1)
8.10 Safety online
180(2)
8.11 Technological have-nots
182(3)
Summary
183(2)
Section III Researching CALL
185(50)
9 Current research interests
187(19)
9.1 A new field: reporting CALL research
187(2)
9.2 Approaches to research in CALL
189(1)
9.3 The computer as a research tool
190(1)
9.4 The role of commercial publishers
190(1)
9.5 Reviewing current studies: a survey
191(11)
9.6 Conducting research
202(1)
9.7 Action Research
202(4)
Summary
205(1)
10 Research
206(29)
10.1 Research context 1: The literature review
210(3)
10.2 Research context 2: The pilot study
213(3)
10.3 Research context 3: Corpus linguistics
216(2)
10.4 Research context 4: Error analysis
218(3)
10.5 Research context 5: The experiment
221(3)
10.6 Research context 6: The case study
224(3)
10.7 Research context 7: The survey
227(4)
10.8 Research context 8: The ethnographic approach
231(4)
Conclusion
233(2)
Section IV Resources and Glossary
235(2)
Resources 237(6)
Glossary of key terms 243(9)
References 252(24)
Index 276
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.