Technology-mediated TBLT

Name: Technology-mediated TBLT | Researching Technology and Tasks
Brand: John Benjamins Publishing Company
Price: 121.99 EUR
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Researching Technology and Tasks

Marta González-Lloret Lourdes Ortega(Herausgeber*in)

John Benjamins Publishing Company

1. Auflage

Erschienen am 24. Juli 2014

VI, 336 Seiten

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Technology-mediated TBLT
Editorial page
Title page
LCC data
Table of content
Chapter 1. Towards technology-mediated TBLT
Introduction
CALL and TBLT: Potential for synergies
Towards a new understanding of technology-and-task integration: Technology-mediated TBLT
Structure of the collection
Summary of the main chapters
Limitations and future research
References
Chapter 2. The need for needs analysis in technology-mediated TBLT
Introduction
Defining and conducting a NA: Needs, wants, desires
Examples of NA in language teaching
The central role of NA in TBLT
Early NAs in technology-mediated education: Tasks, language, and technology needs
Propelling technology to center stage in NA for technology-mediated TBLT
What to include in a NA of technology-mediated TBLT
Tasks
Tools
Digital literacies
Access to technology
Looking forward to the future: A new model of TBLT and needs analysis
Conclusion
References
Chapter 3. Prior knowledge and second language task production in text chat
Introduction
Tasks in computer-mediated contexts
Task complexity and language production
Prior knowledge and task-based performance
The Cognition Hypothesis and CMC
The present study
Method
Participants
The task
Procedure
Data collection
Coding of complexity, accuracy, and fluency in CMC data
Results
Discussion
Conclusion
References
Chapter 4. Textbooks, tasks, and technology
Introduction
Tasks and TBLT in textbook-bound contexts for L2 learning and teaching
The action research study
Online TBLT design: The Story Telling Contest task
Method
Participants
Task design and implementation
Data collection and analysis
Results
Quantitative evidence of student perceptions
Qualitative evidence from questionnaires
Further insights from interviews
Summary of qualitative perceptions
Evidence from gap-filling test on narrative tenses
Discussion
Limitations and conclusion
PostScript
References
Digital Tools
Anchor 76
Appendix A
Appendix B
Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks
Introduction
Teaching task-based process writing
Collaboration and social, mediated learning
Chats and wikis as Web 2.0 social tools for language learning
The genres of argumentation and exposition
Our previous research and present research questions
Method
Participants
Procedure and schedule
The task-based writing module
Data
Analysis
Results
Composition elements: Effects of social tool and genre
Synchronous Interactions in Chats: Collaboration and scaffolding
Accuracy and syntactic complexity of task products
Discussion
The role of chats and wikis in task-based collaborative writing
Insights about writing in two genres
Accuracy and syntactic complexity of essay products
A cautionary note on accuracy
Limitations and conclusion
References
Chapter 6. TBLT and synthetic immersive environments
Introduction
Tasks, fail states, and quest restarts in synthetic immersive environments
Croquelandia
Method
Participants
Curricular implementation
Procedures for data collection
Procedures for data analysis
Results
Total number of quest restarts
Quest restarts by gameplay context
Quest restarts by scenario
Discussion
Designer intentions versus player actualization
Playing to learn versus learning to play
Conclusion
References
Appendix A
Sample Interview Questions
Chapter 7. Collaborative Tasks for Negotiation of Intercultural Meaning in Virtual Worlds and Video-web Communication
Introduction
Background
Affordances of networked synchronous communication
Design principles for intercultural online tasks
Method
Research questions and data
Context of the wider NIFLAR project
Results
A look at negotiation of intercultural meaning
Support for intercultural learning
Perceptions of Synchronous Online Tasks
Discussion and conclusion
References
Appendix
Global task descriptions.
Chapter 8. The third dimension
Introduction
3D virtual worlds for L2 learning: Affordances and limitations
An overview of the research
Tasks for L2 learning in 3D virtual worlds
Sociocultural theory for task development: Theoretical foundations
SCT-based pedagogical principles for the design of technology-mediated tasks
SCT for technology-mediated TBLT: A 3D VW task example
A cultural journey
Evaluating tasks and activity in 3D VWEs
Concluding remarks
References
Appendix
A Cultural Journey
Chapter 9. Lessons from the fandom
Introduction
Task-based language teaching and fandom tasks
FictionAlley.com and threaded games
Blogs and role playing games
Wikis and literary lexicons
Video, translation software, and fan subbing
Discussion and conclusion
References
Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class
Introduction
Learning Chinese as a foreign language through tasks
Philosophy of tasks in an advanced Chinese language class
Formative task-based assessments and self-reflection
The current study
Method
Participants
Student needs
Task Design
Task-based formative assessments and self-reflection
Analysis of ratings
Results
Discussion
A role for formative assessment
A role for technology
Looking to the future
Conclusion
References
Appendix A
Future Language Use Survey
Appendix B
Excerpts from the "Chinese Language School" Pre-task Activity
Anchor 151
Appendix C
Appendix D
Self-Assessment of Speaking Ability
Chapter 11. Evaluation of an online, task-based Chinese course
Introduction
TBLT as a framework for online language instruction and assessment
Design of the online, task-based Chinese course
Research questions
Method
Participants
Data collection
Results
Task participation rates
Performance-based assessments
STAMP proficiency tests
Survey data
Discussion
Conclusion
References
Appendix
Chapter 12. Afterword
From innovation to obvious
An evolution of task qualities
Challenges for technology-mediated TBLT
Redefining targeted L2 competence
Selecting and analyzing real-world tasks
Preparing learners to create a future
Developing an evaluation argument
Concluding thoughts: The innovator's evolving mission
References
Index

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