Handbook of Research on Computer-Enhanced Language Acquisition and Learning

Front Cover
Zhang, Felicia, Barber, Beth
IGI Global, Feb 28, 2008 - Education - 614 pages

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.

From inside the book


Australasian Language Learners and Italian Web Sites A Profitable Learning Partnership?
Assessing the Benefit of Prewriting Conferences on Drafts
Blogging and Academic Writing Development
Second Language Reading in Hypertext Environments
Application of Online Questionnaires in Grammar Teaching
ICT and Language Learning at Secondary School
ComputerEnhanced Grammar Teaching
Multimedia and Speech Technology in Language Learning
A TaskBased Design for Integrating EMail with FL Pedagogy
The Role of Error Correction in Online Exchanges
Emerging Feedback in Two Asynchronous ESL Writing Forums
CMC and Intercultural Learning
Developing L2 Strategic Competence Online
Interventions and Student Factors in Collaboration
The Use of Corpora in Language Acquisition and Learning
Corpora in the Classroom and Beyond

ResearchBased Listening Tasks for Video Comprehension
Invested Mental Effort in an Aural Multimedia Environment
A ComputerBased Reading Tutor for Young Language Learners
Supporting the Reflective Language Learner with Computer Keystroke Logging
Grammar Animations and Cognition
Evaluation of a Speech Interactive CALL System
Pedagogy Meets Technology in the SomaticallyEnhanced Approach
Training for Learning Mandarin Tones
An Evaluation of a Listening Comprehension Program
CMC and Language Acquisition and Learning
CMC for Language Acquisition
Sharing Corpus Resources in Language Learning
The Texture of Inefficiently SelfRegulating ESL Systems
SelfAccess Support for Language Acquisition and Learning
Technology in Support of SelfAccess Pedagogy
The CALL Lab as a Facilitator for Autonomous Learning
Applying TTS Technology to Foreign Language Teaching
Using an AudioVideo Chat Program in Language Learning
Compilation of References
About the Contributors

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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.

About the author (2008)

Felicia Zhang possesses a Master of Arts degree in Applied Linguistics from the University of Melbourne, Australia; Holder of a Teaching English as a Foreign Language Certificate (TEFLA) issued by the Royal Society of Arts, United Kingdom; and a Doctorate in Education from the University of Canberra. She is currently a senior lecturer in Applied Linguistics and Chinese at the University of Canberra, Australia. Her research interests include the use of active learning techniques in foreign language teaching, the use of technology in language teaching and acquisition, e-learning, integrating computer technology in curriculum design in education. She has just completed an Australian Learning and Teaching Council grant on science education which also won her and her team at the University of Canberra, Australia, a University of Canberra Teaching Award for Programs that Enhanced Learning. She published the ?Handbook of research on computer-enhanced Language Acquisition and Learning? in 2008. She is also the 2003 winner of Australian Awards for University Teaching. [Editor]

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