Teaching & Researching: Computer-Assisted Language Learning
2nd Edition
Published on 4. November 2013
304 pages
978-1-317-86287-1 (ISBN)
Description
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.
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.
More details
Series
Edition
2nd edition
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Edition type
Revised edition
Product notice
Reflowable
File size
8,28 MB
ISBN-13
978-1-317-86287-1 (9781317862871)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
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Ken Beatty
Teaching & Researching: Computer-Assisted Language Learning
Computer-Assisted Language Learning
Book
11/2015
2nd Edition
Routledge
€206.80
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Ken Beatty
Teaching & Researching: Computer-Assisted Language Learning
Computer-Assisted Language Learning
Book
06/2010
2nd Edition
Routledge
€61.70
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Person
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.
Content
Contents
General Editors' Preface
Acknowledgements
Introduction
Section I Key concepts
1 The emergence of CALL
1.1 A broad discipline
1.2 Technology driving CALL
1.3 The changing focus of research in CALL
Summary
2 A brief history of CALL
2.1 CALL in the 1950s and 1960s
2.2 Simulations
2.3 CALL in the 1970s and 1980s
2.4 CALL in the 1990s
2.5 CALL in the 21st Century
Summary
3 Hypertext, hypermedia and multimedia
3.1 Hypertext
3.2 Hypermedia
3.3 Multimedia
3.4 Antecedents of multimedia
3.5 Science fiction and CALL
3.6 The printed book and CALL
3.7 Applications to general learning
3.8 Applications of multimedia to language learning
Summary
4 Eight CALL applications
4.1 Word processing
4.2 Games
4.3 Literature
4.4 Corpus linguistics
4.5 Computer-mediated communication
4.6 WWW resources
4.7 Adapting other materials for CALL
4.8 Personal Digital Assistants (PDAs) and Mobile Telephones
Summary
Section II The place of CALL in research and teaching
5 Second-language Acquisition and models of instruction
5.1 Concepts in SLA, behaviourism and constructivism
5.2 Comprehensible input and output
5.3 Behaviourist models of instruction
5.4 Constructivism
Summary
6 Collaboration and negotiation of meaning
6.1 The place of collaboration in CALL
6.2 Structuring collaboration
6.3 Differences between collaboration and other terms
6.4 The range of collaboration and CALL
6.5 Collaboration at the computer
6.6 Benefits of collaborative learning at the computer
6.7 Collaboration, CALL and SLA
6.8 Collaboration at the computer as evidenced by discourse
6.9 Challenges to collaboration
6.10 Challenges to collaboration in a CALL context
6.11 Discourse that evidences challenges to collaboration
Summary
7 Defining a model of CALL
7.1 Defining a model
7.2 The need for a CALL model
7.3 A model of current non-CALL language learning
7.4 Dunkin and Biddle's model in a CALL context
7.5 Various views of CALL
7.6 Teacher and pupil classroom behavior: activities used in CALL
7.7 A virtual classroom
7.8 Aspects of a CALL model
Summary
8 Theoretical and pedagogical concerns
8.1 Concerns for software development
8.2 Pedagogical concerns for classroom practice
8.3 &uating software
8.4 Learning and working styles
8.5 Evolving technology
8.6 Commercial software
8.7 Making better use of existing materials
8.8 Copyright and plagiarism
8.9 Viruses
8.10 Safety online
8.11 Technological have-nots
Summary
Section III Researching CALL
9 Current research interests
9.1 A new field: reporting CALL research
9.2 Approaches to research in CALL
9.3 The computer as a tool of research
9.4 The role of commercial publishers
9.5 Reviewing current studies: a survey
9.6 Conducting research
9.7 Action research
Summary
10 Research
10.1 Research context 1: The literature review
10.2 Research context 2: A pilot study
10.3 Research context 3: Corpus linguistics
10.4 Research context 4: Error analysis
10.5 Research context 5: The experiment
10.6 Research context 6: A case study
10.7 Research context 7: The survey
10.8 Research context 8: The ethnographic approach
Conclusion
Section IV Resources
Glossary of key terms
References
Index
General Editors' Preface
Acknowledgements
Introduction
Section I Key concepts
1 The emergence of CALL
1.1 A broad discipline
1.2 Technology driving CALL
1.3 The changing focus of research in CALL
Summary
2 A brief history of CALL
2.1 CALL in the 1950s and 1960s
2.2 Simulations
2.3 CALL in the 1970s and 1980s
2.4 CALL in the 1990s
2.5 CALL in the 21st Century
Summary
3 Hypertext, hypermedia and multimedia
3.1 Hypertext
3.2 Hypermedia
3.3 Multimedia
3.4 Antecedents of multimedia
3.5 Science fiction and CALL
3.6 The printed book and CALL
3.7 Applications to general learning
3.8 Applications of multimedia to language learning
Summary
4 Eight CALL applications
4.1 Word processing
4.2 Games
4.3 Literature
4.4 Corpus linguistics
4.5 Computer-mediated communication
4.6 WWW resources
4.7 Adapting other materials for CALL
4.8 Personal Digital Assistants (PDAs) and Mobile Telephones
Summary
Section II The place of CALL in research and teaching
5 Second-language Acquisition and models of instruction
5.1 Concepts in SLA, behaviourism and constructivism
5.2 Comprehensible input and output
5.3 Behaviourist models of instruction
5.4 Constructivism
Summary
6 Collaboration and negotiation of meaning
6.1 The place of collaboration in CALL
6.2 Structuring collaboration
6.3 Differences between collaboration and other terms
6.4 The range of collaboration and CALL
6.5 Collaboration at the computer
6.6 Benefits of collaborative learning at the computer
6.7 Collaboration, CALL and SLA
6.8 Collaboration at the computer as evidenced by discourse
6.9 Challenges to collaboration
6.10 Challenges to collaboration in a CALL context
6.11 Discourse that evidences challenges to collaboration
Summary
7 Defining a model of CALL
7.1 Defining a model
7.2 The need for a CALL model
7.3 A model of current non-CALL language learning
7.4 Dunkin and Biddle's model in a CALL context
7.5 Various views of CALL
7.6 Teacher and pupil classroom behavior: activities used in CALL
7.7 A virtual classroom
7.8 Aspects of a CALL model
Summary
8 Theoretical and pedagogical concerns
8.1 Concerns for software development
8.2 Pedagogical concerns for classroom practice
8.3 &uating software
8.4 Learning and working styles
8.5 Evolving technology
8.6 Commercial software
8.7 Making better use of existing materials
8.8 Copyright and plagiarism
8.9 Viruses
8.10 Safety online
8.11 Technological have-nots
Summary
Section III Researching CALL
9 Current research interests
9.1 A new field: reporting CALL research
9.2 Approaches to research in CALL
9.3 The computer as a tool of research
9.4 The role of commercial publishers
9.5 Reviewing current studies: a survey
9.6 Conducting research
9.7 Action research
Summary
10 Research
10.1 Research context 1: The literature review
10.2 Research context 2: A pilot study
10.3 Research context 3: Corpus linguistics
10.4 Research context 4: Error analysis
10.5 Research context 5: The experiment
10.6 Research context 6: A case study
10.7 Research context 7: The survey
10.8 Research context 8: The ethnographic approach
Conclusion
Section IV Resources
Glossary of key terms
References
Index
