Handbook of Research on Computer-Enhanced Language Acquisition and LearningZhang, Felicia, Barber, Beth Language learning is one of the most rapidly changing disciplines. Along with changing perspectives in learning in the field of Second Language Acquisition, information communication technology (ICT) has also created many learning paths to assist the process of learning a second language (L2). In such an ever-evolving environment, teachers, researchers, and professionals in a diverse number of disciplines need access to the most current information about research on the field of computerenhanced language acquisition and learning. The Handbook of Research on Computer-Enhanced Language Acquisition and Learning provides comprehensive coverage of successful translation of language learning designs utilizing ICT in practical learning contexts. With 30 authoritative contributions by over 50 of the world's leading experts this reference source offers researchers, scholars, students, and professionals worldwide, access to the latest knowledge related to research on computer-enhanced language acquisition and learning. |
Contents
| 1 | |
| 20 | |
| 36 | |
Second Language Reading in Hypertext Environments | 48 |
Application of Online Questionnaires in Grammar Teaching | 64 |
ICT and Language Learning at Secondary School | 84 |
ComputerEnhanced Grammar Teaching | 101 |
Multimedia and Speech Technology in Language Learning | 115 |
A TaskBased Design for Integrating EMail with FL Pedagogy | 307 |
The Role of Error Correction in Online Exchanges | 326 |
Emerging Feedback in Two Asynchronous ESL Writing Forums | 342 |
CMC and Intercultural Learning | 361 |
Developing L2 Strategic Competence Online | 377 |
Interventions and Student Factors in Collaboration | 403 |
The Use of Corpora in Language Acquisition and Learning | 421 |
Corpora in the Classroom and Beyond | 422 |
ResearchBased Listening Tasks for Video Comprehension | 116 |
Invested Mental Effort in an Aural Multimedia Environment | 136 |
A ComputerBased Reading Tutor for Young Language Learners | 159 |
Supporting the Reflective Language Learner with Computer Keystroke Logging | 189 |
Grammar Animations and Cognition | 205 |
Evaluation of a Speech Interactive CALL System | 219 |
Pedagogy Meets Technology in the SomaticallyEnhanced Approach | 240 |
Training for Learning Mandarin Tones | 259 |
An Evaluation of a Listening Comprehension Program | 275 |
CMC and Language Acquisition and Learning | 294 |
CMC for Language Acquisition | 295 |
Sharing Corpus Resources in Language Learning | 438 |
The Texture of Inefficiently SelfRegulating ESL Systems | 453 |
SelfAccess Support for Language Acquisition and Learning | 468 |
Technology in Support of SelfAccess Pedagogy | 469 |
The CALL Lab as a Facilitator for Autonomous Learning | 483 |
Applying TTS Technology to Foreign Language Teaching | 497 |
Using an AudioVideo Chat Program in Language Learning | 507 |
Compilation of References | 521 |
About the Contributors | 568 |
Index | 576 |
Other editions - View all
Handbook of Research on Computer-enhanced Language Acquisition and Learning Felicia Zhang No preview available - 2008 |
Common terms and phrases
activities Akita Prefectural analysis approach asynchronous attitudes blogs chapter classroom cognitive collaborative communication computer-assisted language learning computer-mediated communication concordancers conferences context corpora corpus corpus linguistics cultural discourse discussion e-mail effect electronic English English language environment evaluation example experience feedback focus foreign language grammar iChat IGI Global input instruction integration interaction intercultural Internet Journal keystroke logging language learning language learning strategies language teaching learners learning strategies lexical linguistic listening comprehension literacy Mandarin means Moodle motivation multimedia native speakers participants partner PBTA pedagogical percent pictorial postings posttest proficiency question questionnaire role scores second language acquisition self-access semantic sentence skills t-units target language tasks teacher tion topics types Video Guides visual vocabulary Warschauer WebCT words writing written annotations
Popular passages
Page 132 - REFERENCES Anderson, JR (1983). The architecture of cognition. Cambridge, MA: Harvard University Press. Anderson, JR (1987). Skill acquisition: Compilation of weak-method problem solutions.
Page 330 - Vygotsky termed this difference between the two levels the zone of proximal development, which he defined as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers
Page 487 - Vygotsky (1978, p. 86) defined it as: the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers...
Page 469 - The general meaning of a marked category states the presence of a certain (whether positive or negative) property A; the general meaning of the corresponding unmarked category states nothing about the presence of A, and is used chiefly, but not exclusively, to indicate the absence of A.
Page 486 - He or she acquires competence as to when to speak, when not, and as to what to talk about with whom, when, where, in what manner. In short, a child becomes able to accomplish a repertoire of speech acts, to take part in speech events, and to evaluate their accomplishment by others.
Page 299 - ... (1) a state of doubt, hesitation, perplexity, mental difficulty, in which thinking originates, and (2) an act of searching, hunting, inquiring, to find material that will resolve the doubt, settle and dispose of the perplexity.
Page 5 - A task is a workplan that requires learners to process language pragmatically in order to achieve an outcome that can be evaluated in terms of whether the correct or appropriate propositional content has been conveyed. To this end, it requires them to give primary attention to meaning and to make use of their own linguistic resources, although the design of the task may predispose them to choose particular forms. A task is intended to result in language use that bears a resemblance, direct or indirect,...
Page 487 - The input hypothesis makes the following claim: a necessary (but not sufficient) condition to move from stage i to stage i + 1 is that the acquirer understand input that contains i + 1, where "understand" means that the acquirer is focussed on the meaning and not the form of the message.
Page xxix - I would like to acknowledge the help of all involved in the collation and review process of the book, without whose support the project could not have been satisfactorily completed.
Page 18 - French was used as a medium of communication in school — as a means to an end rather than as an end in itself — second language learning would be enhanced.