Teaching & Researching Computer-Assisted Language Learning

Description

Cover Teaching and Researching Computer-Assisted Language Learning Contents General Editors’ Preface Acknowledgements Publisher’s Acknowledgements Introduction Section I Key concepts The emergence of CALL A broad discipline Technology driving CALL The changing focus of research in CALL Summary A brief history of CALL CALL in the 1950s and 1960s Simulations CALL in the 1970s and 1980s CALL in the 1990s CALL in the twenty-first century Summary Hypertext, hypermedia and multimedia Hypertext Hypermedia Multimedia Antecedents of multimedia Science fiction and CALL The printed book and CALL Applications to general learning Applications of multimedia to language learning Summary Eight CALL applications Word processing Games Literature Corpus linguistics Computer-mediated communication WWW resources Adapting other materials for CALL Personal Digital Assistants (PDAs) and mobile telephones Summary Section II The place of CALL in research and teaching Second-Language Acquisition and models of instruction Concepts in SLA, behaviourism and constructivism Comprehensible input and output Behaviourist models of instruction Constructivism Summary Collaboration and negotiation of meaning The place of collaboration in CALL Structuring collaboration Differences between collaboration and other terms The range of collaboration and CALL Collaboration at the computer Benefits of collaborative learning at the computer Collaboration, CALL and SLA Collaboration at the computer as evidenced by discourse Challenges to collaboration at the computer Challenges to collaboration in a CALL context Discourse that evidences challenges to collaboration Summary Defining a model of CALL Defining a model The need for a CALL model A model of current non-CALL language learning Dunkin and Biddle’s model in a CALL context Various views of CALL Teacher and pupil classroom behaviour: activities used in CALL The virtual classroom Aspects of a CALL model Summary Theoretical and pedagogical concerns Concerns for software development Pedagogical concerns for classroom practice Evaluating software Learning and working styles Evolving technology Commercial software Making better use of existing materials Copyright and plagiarism Viruses Safety online Technological have-nots Summary Section III Researching CALL Current research interests A new field: reporting CALL research Approaches to research in CALL The computer as a research tool The role of commercial publishers Reviewing current studies: a survey Conducting research Action Research Summary Research Research context 1: The literature review Research context 2: The pilot study Research context 3: Corpus linguistics Research context 4: Error analysis Research context 5: The experiment Research context 6: The case study Research context 7: The survey Research context 8: The ethnographic approach Conclusion Section IV Resources and Glossary Resources Glossary of key terms References Index