CALL dimensions : options and issues in computer-assisted language learning / Mike Levy, Glenn Stockwell.

Format:

Book

Author/Creator:

Levy, Mike, 1953-

Contributor:

Stockwell, Glenn.

Series:

ESL and applied linguistics professional series

ESL & applied linguistics professional series

Language:

English

Subjects (All):

Language and languages--Computer-assisted instruction.

Language and languages.

Physical Description:

xviii, 310 pages : illustrations ; 24 cm.

Place of Publication:

Mahwah, N.J. : L. Erlbaum Associates, 2006.

Summary:

This volume gives language teachers, software designers, and researchers who wish to use technology in second or foreign language education the information they need to absorb what has been achieved so far and to make sense of it. It is designed to enable the kind of critical reading of a substantial literature that leads to a balanced and detailed knowledge of the field. Chapter by chapter, the book builds, through description, analysis, examples, and discussion, a detailed picture of modern CALL.

In this book, the label "CALL" is interpreted broadly to include technology-enhanced language learning, web-enhanced language learning, and information and communication technologies for language learning. The work is distinguished by its attention to a range of languages rather than just English.

The authors first set the scene and introduce major areas of interest and growth in CALL, and then look in depth at seven important dimensions: design, evaluation, computer-mediated communication, theory, research, practice, and technology. Chapters on each of these topics include a description that reviews the recent literature, identifies themes, and presents representative projects that illustrate the dimension, followed by a discussion that provides in-depth analysis, and a conclusion offering suggestions for further work. Detailed references and links connect the description and discussion with original works and primary sources so the reader can follow up easily on areas of personal interest. Two concluding chapters discuss how the various dimensions might be brought together, the first from a practical point of view, the second with a view to the development of CALL as a whole.

Contents:

Approach and Rationale 7

2 Design 10

Description 14

Language-Learning Tasks 14

Course and Syllabus Design 17

Methodological Frameworks and Design Integration 19

Language-Learning Areas and Skills 20

Design of CALL Tutors 22

Design of CALL Tools 24

Integration: Horizontal and Vertical 28

A Focus on the Learner 35

3 Evaluation 40

Description 43

Approaches to Software Evaluation 43

Third-Party Evaluations 46

The Designer-Evaluator: Selected Points of Focus 52

Larger-Scale Frameworks 59

Surveys 67

Designer-Oriented and Third-Party Evaluations: Strengths and Limitations 69

The Nature of the Object of the Evaluation 71

General Evaluation Frameworks: A More Detailed Analysis 74

Contrasting the Hubbard and Chapelle Frameworks 78

4 Computer-Mediated Communication 84

Description 86

E-Mail/SMS 86

Chat 89

MOOs 91

Conferencing 93

Mailing Lists/BBS 94

Technology, Mediation, and Communication 95

Modal Considerations of CMC 96

The Temporal Dimension 97

The Social and Psychological Dimension 99

The Linguistic Dimension 102

The Material Dimension 105

The Individual Dimension 106

5 Theory 110

Description 112

The Interaction Account of SLA 112

Sociocultural Theory 115

Activity Theory 118

Constructivism 122

Multiple Theories and "Rare" Theories 123

Theory for Design 126

Theory for Teaching 130

Theory for Research 135

6 Research 142

Description 145

Survey Research 145

Comparative Studies 147

Researching Language Learning Through Chat at a Distance 149

Researching Intercultural Learning Through a Collaborative E-Mail Exchange 150

Researching L2 Reading on the Web 152

Researching Student Use of Feedback and Help 153

Experimental Research: Choosing the Most Effective Annotation Design 155

Survey Research: Managing the Limitations 158

Comparative Research: Broadly Defined and Narrowly Focused 161

Theory, Research, and Pedagogy 163

The Online Environment: New Skills, New Roles, and a Broader View of Language Learning 166

Research Through the Language Areas and Skills 169

Tracking and Labeling Patterns of Learner Behavior: Responding to Difference 171

Seeking the Optimal Design 173

7 Practice 178

Description 180

Listening 180

Speaking 181

Reading 183

Writing 183

Grammar 184

Vocabulary 187

Pronunciation 188

Knowing What You Want to Achieve 190

Knowing the Technological Options and Their Pedagogical Implications 191

Knowing Students' Abilities, Goals, and Perceptions Related to Different Types of CALL 193

Designing CALL Materials 196

Working with Constraints 199

Finding and Keeping A Balance 203

8 Technology 205

Description 206

Authoring Software, LMS, and Hybridization 207

Conferencing 210

Artificial Intelligence (AI) 212

Speech Recognition and Pronunciation-Training Technology 213

Mobile Learning 215

Making Choices of Technology 217

Applying New Technologies to Language Learning 220

New Technologies, New Problems 224

9 Integration 228

Technology Innovation and Change: Inside and Outside the Institution 230

Normalization (In the Institution) 233

The Critical Factors 233

Types of Research and Goals 235

The Language Teacher-Designer 236

10 Emergent and Established CALL 239

Emergent CALL 241

Key Areas and Examples 243

General Qualities 245

Established CALL 246

Language-Learning Tasks 248

Appendix A Origins of This Book 254

Appendix B Features Matrix for the Main Studies Described in Chapter 6 257.

Notes:

Includes bibliographical references (pages 259-284) and indexes.

ISBN:

0805856331

080585634X

OCLC:

63705787

Publisher Number:

9780805856330