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ESL & Applied Linguistics Professional
New Perspectives on CALL for Second Language Classrooms (ESL & Applied Linguistics Professional Series)
This practical handbook is designed to help language teachers, teacher trainers, and students learn more about their options for using computer-assisted language learning (CALL) and develop an understanding of the theory and research supporting these options. The chapters in "New Perspectives on CALL for Second Language Classrooms" synthesize previous CALL theory and research and describe practical applications to both second and foreign language classrooms, including procedures for evaluating these applications. The implementation of CALL at the institutional level is also addressed, with attention to designing multimedia language laboratories and creating collaborative CALL-based projects between educational institutions. Although many chapters locate their descriptions of CALL activities and projects within the ESL/EFL setting, the principles and activities described are equally useful for other language settings. The book does not require prior knowledge of CALL, computers, or software. To assist readers, a glossary of CALL terms and an appendix of CALL Web sites are provided. The book also has its own accompanying Web site ( //www.erlbaum.com/callforL2classrooms) presenting chapter abstracts, author contact information, and regularly updated links to pedagogical, research, and teacher development sites. By integrating theoretical issues, research findings, and practical guidelines on different aspects of CALL, this book offers teachers multiple levels of resources for their own professional development, for needs-based creation of specific CALL activities, for curriculum design, and for implementation of institutional and inter-institutional CALL projects.
Paperback
First published January 1, 2004
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February 9, 2010
مفيد / شامل / متنوع . التقنيات التي ذكرت فيه "قديمة" نوعا ما ، الإيميل مثلا . لكن ممكن تعميم ما ذكر على غيره من التقنيات الحديثة .
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"Effective CALL is no longer a matter of using e-mail and the Internet to help teach English but is increasingly directed at teaching English to help people learn to write e-mail and use the Internet." (Warschauer, p. 19)
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"Online readers must constantly determine whether to scroll down a page, pursue an internal link, try an external link, or quit the page and conduct a new search." (Warschauer, p. 19)
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"A growing area of CALL is that of computer-mediated communication (CMC). CMC typically involves twp basic parameters: time (synchronous [real time:] or asynchronous [delayed:]) and medium (text or voice, both audio and audiovideo). Combing these two parameters yields the following types of applications:
*Synchronous text (e.g., chat and instant messaging)
*Asynchronous text (e.g., email and discussion boards)
*Synchronous voice (e.g., Internet telephony and audio or video conferencing)
*Asynchronous voice (e.g., voicemail and voice discussion boards)." (Hubbard, p. 58)
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"Some studies of ESL and EFL writers have yielded favorable effects for revision on a word processor, as student devoted more time to revising, revised more actively, and mare more revisions on computer than when writing by traditional means." (Pennigton, p. 75)
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"...report more syntactic and discourse-level revisions in computer-assisted writing than in pen-and-paper writing." (Pennigton, p. 75)
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"Positive effects for use of computer labs with networking have been reported for ESL and EFL classes in terms of course efficiency and effectiveness, students writing activity and learner motivation, experimentation, and independence from the teacher." (Pennigton, p. 80)
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"CALL development in the last few years has made its greatest strides in its ability to exploit multimedia for pedagogic use." (Browne & Gerrity, p. 194)
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"Once the ideal leaner outcomes have been decided, the prerequisites of any effective CALL project must include course organization, courseware selection, and student and teacher orientation. (Courseware is emerging as a standard descriptive term for CALL-mediated curricula-based material. It is a subset of the more general term software)." (O'Conner & Gatoon, p. 199, italics in original)
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"The attitude of teachers and students to personal computers and their use of language learning is central to the success of any CALL course." (O'Conner & Gatton, p. 200)
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"The great advantage CALL has over conventional classroom-based activities is the sheer quantity of opportunities it offers to student to interact with the target language. These interactions are relatively private, controlled by the student but managed by the courseware curricula, carried by the microphone and headphones, and by whatever is on the screen. For the shy learner, this kind of interface with the L2 is ideal." (O'Conner & Gatton, p. 222)
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"Effective CALL is no longer a matter of using e-mail and the Internet to help teach English but is increasingly directed at teaching English to help people learn to write e-mail and use the Internet." (Warschauer, p. 19)
-----
"Online readers must constantly determine whether to scroll down a page, pursue an internal link, try an external link, or quit the page and conduct a new search." (Warschauer, p. 19)
-----
"A growing area of CALL is that of computer-mediated communication (CMC). CMC typically involves twp basic parameters: time (synchronous [real time:] or asynchronous [delayed:]) and medium (text or voice, both audio and audiovideo). Combing these two parameters yields the following types of applications:
*Synchronous text (e.g., chat and instant messaging)
*Asynchronous text (e.g., email and discussion boards)
*Synchronous voice (e.g., Internet telephony and audio or video conferencing)
*Asynchronous voice (e.g., voicemail and voice discussion boards)." (Hubbard, p. 58)
-----
"Some studies of ESL and EFL writers have yielded favorable effects for revision on a word processor, as student devoted more time to revising, revised more actively, and mare more revisions on computer than when writing by traditional means." (Pennigton, p. 75)
-----
"...report more syntactic and discourse-level revisions in computer-assisted writing than in pen-and-paper writing." (Pennigton, p. 75)
-----
"Positive effects for use of computer labs with networking have been reported for ESL and EFL classes in terms of course efficiency and effectiveness, students writing activity and learner motivation, experimentation, and independence from the teacher." (Pennigton, p. 80)
-----
"CALL development in the last few years has made its greatest strides in its ability to exploit multimedia for pedagogic use." (Browne & Gerrity, p. 194)
-----
"Once the ideal leaner outcomes have been decided, the prerequisites of any effective CALL project must include course organization, courseware selection, and student and teacher orientation. (Courseware is emerging as a standard descriptive term for CALL-mediated curricula-based material. It is a subset of the more general term software)." (O'Conner & Gatoon, p. 199, italics in original)
-----
"The attitude of teachers and students to personal computers and their use of language learning is central to the success of any CALL course." (O'Conner & Gatton, p. 200)
-----
"The great advantage CALL has over conventional classroom-based activities is the sheer quantity of opportunities it offers to student to interact with the target language. These interactions are relatively private, controlled by the student but managed by the courseware curricula, carried by the microphone and headphones, and by whatever is on the screen. For the shy learner, this kind of interface with the L2 is ideal." (O'Conner & Gatton, p. 222)
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