Online communication in language learning and teaching:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Basingstoke [u.a.]
Palgrave Macmillan
2007
|
| Ausgabe: | 1. publ. |
| Schriftenreihe: | Research and practice in applied linguistics
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XVI, 260 S. graph. Darst. 22 cm |
| ISBN: | 9780230001268 0230001262 0230001270 9780230001275 |
Internformat
MARC
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| 245 | 1 | 0 | |a Online communication in language learning and teaching |c Marie-Noëlle Lamy and Regine Hampel |
| 250 | |a 1. publ. | ||
| 264 | 1 | |a Basingstoke [u.a.] |b Palgrave Macmillan |c 2007 | |
| 300 | |a XVI, 260 S. |b graph. Darst. |c 22 cm | ||
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| 490 | 0 | |a Research and practice in applied linguistics | |
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Language and languages / Study and teaching / Computer-assisted instruction | |
| 650 | 4 | |a Sprache | |
| 650 | 4 | |a Language and languages |x Study and teaching |x Computer-assisted instruction | |
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Datensatz im Suchindex
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|---|---|
| adam_text | Online Communication
in Language Learning
and Teaching
Marie-Noelle Lamy
and
Regine Hampel
palgrave
macmillan
Contents
List of Figures xi
List of Tables xii
Checklists xiii
General Editors Preface xiv
Acknowledgements xvi
Introduction 1
Part I Key Concepts and Issues
1 Historical Background 7
1 1 The emergence of computer-mediated
communication for language learning and teaching 7
1 2 The road travelled: a broad view 10
1 3 What the meta-literature reveals about
practice and research 12
1 4 Practitioner studies as a reflection of
practices of use 13
15A new content area emerges 16
1 6 The quality of CMCL research 16
1 7 Summary 18
2 Learning Theories 19
2 1 Theoretical framework 1: the cognitive SLA model 19
2 2 Theoretical framework 2: sociocultural theory 23
2 3 Summary 29
3 Mediation, Multimodality and Multiliteracies 31
3 1 What is mediation? 31
3 2 Affordances, modes and the computer medium 34
3 3 New literacies 43
3 4 Summary 47
4 Lines of Enquiry into CMCL 49
4 1 Issues in comparative research 49
4 2 Discourse and conversation analysis 51
vii
viii Contents
4 3 The ecology of online learning, interculturalism
and identity research 57
4 4 Summary 59
5 Teaching Online 61
5 1 Teachers roles and skills 61
5 2 Teaching online through collaboration, task-based
and problem-based learning 64
5 3 The teacher as reflective practitioner 73
5 4 Summary 74
6 Learner Experience 76
6 1 Learner participation 77
6 2 Anxiety 79
6 3 Motivation, learner control and autonomy 82
6 4 Presence and identity 85
6 5 Summary 87
7 Assessment of CMCL 88
7 1 Different understandings of online assessment 89
7 2 Designing assignments for CMCL 98
7 3 The student s experience of CMC assessment 99
7 4 Summary and future research needs 100
Part II Research and Practice
8 Asynchronous Fora 107
8 1 Introduction 107
8 2 Savignon and Roithmeier 2004 108
8 3 Weasenforth, Biesenbach-Lucas and Meloni 2002 110
8 4 Conclusion 112
9 Synchronous Chat 115
9 1 Introduction 115
9 2 Blake 2000 116
9 3 Thome 2003 118
9 4 Conclusion 121
10 Multiple Object-oriented Environments 123
10 1 Introduction 123
10 2 K6tter2003 124
10 3 Schneider and von der Emde 2005 127
10 4 Conclusion 130
Contents ix
11 Audiographic Environments and Virtual Worlds 131
11 1 Introduction 131
11 2 Erben 1999 131
11 3 Svensson 2003 134
11 4 Conclusion 136
12 Videoconferencing 138
12 1 Introduction 138
12 2 Goodfellow, Jefferys, Miles and Shirra 1996 139
12 3 O Dowd 2006a and 2006b 142
12 4 Conclusion 144
13 Emerging Technologies 146
13 1 Blogs 146
13 2 Wikis 148
13 3 Mobile devices 150
13 4 Conclusion 153
Part III Practitioner Research
14 An Overview of Practitioner Research 157
14 1 What is practitioner research? 157
14 2 The three essential steps of all
practitioner research 159
14 3 Overview of methods and instruments 166
14 4 Summary 170
15 A Practical Guide to CMCL Practitioner Research 172
15 1 You and your participants technical
competence 173
15 2 An ethical framework for your project 174
15 3 What practical consequences can you
expect to face when researching home-based
distributed learning? 177
15 4 Guarding against the effects of automatic
indicators 179
15 5 Summary 181
16 Data in Practitioner Research 183
16 1 What counts as data? 183
16 2 How should your data be presented? 185
16 3 What is a corpus and do you need one? 188
16 4 How can you store and preserve your data? 188
x Contents
16 5 What automatic tools are available for
analysing CMCL data? 189
16 6 Summary 191
17 Some Possible Practitioner Research Projects 192
17 1 How to use the project templates in this chapter 192
17 2 Six project templates 193
Part IV Resources
18 Resources 209
18 1 Introduction 209
18 2 Blogs 210
18 3 Information centres or portals 210
18 4 Online bibliographies 215
18 5 Online books 215
18 6 Online journals 216
18 7 Online newsletters 218
18 8 Professional organisations 219
18 9 Tools and practical support: free 219
18 10 Tools and practical support: pay-to-use 221
18 11 MOOs and virtual worlds 222
18 12 Video-streamed talks and other free
educational sites 223
18 13 Wikis 224
Bibliography 225
Index 247
|
| adam_txt |
Online Communication
in Language Learning
and Teaching
Marie-Noelle Lamy
and
Regine Hampel
palgrave
macmillan
Contents
List of Figures xi
List of Tables xii
Checklists xiii
General Editors'Preface xiv
Acknowledgements xvi
Introduction 1
Part I Key Concepts and Issues
1 Historical Background 7
1 1 The emergence of computer-mediated
communication for language learning and teaching 7
1 2 The road travelled: a broad view 10
1 3 What the meta-literature reveals about
practice and research 12
1 4 Practitioner studies as a reflection of
practices of use 13
15A new content area emerges 16
1 6 The quality of CMCL research 16
1 7 Summary 18
2 Learning Theories 19
2 1 Theoretical framework 1: the cognitive SLA model 19
2 2 Theoretical framework 2: sociocultural theory 23
2 3 Summary 29
3 Mediation, Multimodality and Multiliteracies 31
3 1 What is mediation? 31
3 2 Affordances, modes and the computer medium 34
3 3 New literacies 43
3 4 Summary 47
4 Lines of Enquiry into CMCL 49
4 1 Issues in comparative research 49
4 2 Discourse and conversation analysis 51
vii
viii Contents
4 3 The ecology of online learning, interculturalism
and identity research 57
4 4 Summary 59
5 Teaching Online 61
5 1 Teachers' roles and skills 61
5 2 Teaching online through collaboration, task-based
and problem-based learning 64
5 3 The teacher as reflective practitioner 73
5 4 Summary 74
6 Learner Experience 76
6 1 Learner participation 77
6 2 Anxiety 79
6 3 Motivation, learner control and autonomy 82
6 4 Presence and identity 85
6 5 Summary 87
7 Assessment of CMCL 88
7 1 Different understandings of 'online assessment' 89
7 2 Designing assignments for CMCL 98
7 3 The student's experience of CMC assessment 99
7 4 Summary and future research needs 100
Part II Research and Practice
8 Asynchronous Fora 107
8 1 Introduction 107
8 2 Savignon and Roithmeier 2004 108
8 3 Weasenforth, Biesenbach-Lucas and Meloni 2002 110
8 4 Conclusion 112
9 Synchronous Chat 115
9 1 Introduction 115
9 2 Blake 2000 116
9 3 Thome 2003 118
9 4 Conclusion 121
10 Multiple Object-oriented Environments 123
10 1 Introduction 123
10 2 K6tter2003 124
10 3 Schneider and von der Emde 2005 127
10 4 Conclusion 130
Contents ix
11 Audiographic Environments and Virtual Worlds 131
11 1 Introduction 131
11 2 Erben 1999 131
11 3 Svensson 2003 134
11 4 Conclusion 136
12 Videoconferencing 138
12 1 Introduction 138
12 2 Goodfellow, Jefferys, Miles and Shirra 1996 139
12 3 O'Dowd 2006a and 2006b 142
12 4 Conclusion 144
13 Emerging Technologies 146
13 1 Blogs 146
13 2 Wikis 148
13 3 Mobile devices 150
13 4 Conclusion 153
Part III Practitioner Research
14 An Overview of Practitioner Research 157
14 1 What is practitioner research? 157
14 2 The three essential steps of all
practitioner research 159
14 3 Overview of methods and instruments 166
14 4 Summary 170
15 A Practical Guide to CMCL Practitioner Research 172
15 1 You and your participants' technical
competence 173
15 2 An ethical framework for your project 174
15 3 What practical consequences can you
expect to face when researching home-based
distributed learning? 177
15 4 Guarding against the effects of automatic
indicators 179
15 5 Summary 181
16 Data in Practitioner Research 183
16 1 What counts as data? 183
16 2 How should your data be presented? 185
16 3 What is a corpus and do you need one? 188
16 4 How can you store and preserve your data? 188
x Contents
16 5 What automatic tools are available for
analysing CMCL data? 189
16 6 Summary 191
17 Some Possible Practitioner Research Projects 192
17 1 How to use the project templates in this chapter 192
17 2 Six project templates 193
Part IV Resources
18 Resources 209
18 1 Introduction 209
18 2 Blogs 210
18 3 Information centres or portals 210
18 4 Online bibliographies 215
18 5 Online books 215
18 6 Online journals 216
18 7 Online newsletters 218
18 8 Professional organisations 219
18 9 Tools and practical support: free 219
18 10 Tools and practical support: pay-to-use 221
18 11 MOOs and virtual worlds 222
18 12 Video-streamed talks and other free
educational sites 223
18 13 Wikis 224
Bibliography 225
Index 247 |
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| index_date | 2024-07-02T19:37:38Z |
| indexdate | 2024-07-09T21:10:35Z |
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| isbn | 9780230001268 0230001262 0230001270 9780230001275 |
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| spelling | Lamy, Marie-Noëlle 1949- Verfasser (DE-588)135826055 aut Online communication in language learning and teaching Marie-Noëlle Lamy and Regine Hampel 1. publ. Basingstoke [u.a.] Palgrave Macmillan 2007 XVI, 260 S. graph. Darst. 22 cm txt rdacontent n rdamedia nc rdacarrier Research and practice in applied linguistics Includes bibliographical references and index Language and languages / Study and teaching / Computer-assisted instruction Sprache Language and languages Study and teaching Computer-assisted instruction Computerunterstützte Kommunikation (DE-588)4535905-2 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf Fremdsprachenlernen (DE-588)4071461-5 gnd rswk-swf Fremdsprachenlernen (DE-588)4071461-5 s Computerunterstützte Kommunikation (DE-588)4535905-2 s DE-604 Fremdsprachenunterricht (DE-588)4018428-6 s Hampel, Regine 1961- Verfasser (DE-588)107270286X aut HEBIS Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016285146&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Lamy, Marie-Noëlle 1949- Hampel, Regine 1961- Online communication in language learning and teaching Language and languages / Study and teaching / Computer-assisted instruction Sprache Language and languages Study and teaching Computer-assisted instruction Computerunterstützte Kommunikation (DE-588)4535905-2 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd |
| subject_GND | (DE-588)4535905-2 (DE-588)4018428-6 (DE-588)4071461-5 |
| title | Online communication in language learning and teaching |
| title_auth | Online communication in language learning and teaching |
| title_exact_search | Online communication in language learning and teaching |
| title_exact_search_txtP | Online communication in language learning and teaching |
| title_full | Online communication in language learning and teaching Marie-Noëlle Lamy and Regine Hampel |
| title_fullStr | Online communication in language learning and teaching Marie-Noëlle Lamy and Regine Hampel |
| title_full_unstemmed | Online communication in language learning and teaching Marie-Noëlle Lamy and Regine Hampel |
| title_short | Online communication in language learning and teaching |
| title_sort | online communication in language learning and teaching |
| topic | Language and languages / Study and teaching / Computer-assisted instruction Sprache Language and languages Study and teaching Computer-assisted instruction Computerunterstützte Kommunikation (DE-588)4535905-2 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd |
| topic_facet | Language and languages / Study and teaching / Computer-assisted instruction Sprache Language and languages Study and teaching Computer-assisted instruction Computerunterstützte Kommunikation Fremdsprachenunterricht Fremdsprachenlernen |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016285146&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT lamymarienoelle onlinecommunicationinlanguagelearningandteaching AT hampelregine onlinecommunicationinlanguagelearningandteaching |