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Language-Learner Computer Interactions : Theory, Methodology and CALL Applications / edited by Catherine Caws and Marie-Josée Hamel.

Collaborateur(s) :Caws, Catherine | Hamel, Marie-Josée | University of Victoria | University of Ottawa.
Collection :Language Studies, Science and Engineering (LSSE). Éditeur : Philadelphia : John Benjamins Publishing Company, 2016Edition :1st ed.Description :xv, 257 p. : ill. ; 25 cm.ISBN : 9789027257512 (hbk).ISSN : 2210-7029.Sujet(s) : Language and languages -- Computer-assisted instruction | Second language learning -- Computer-assisted instruction | Language and languages -- Study and teaching -- Computer network resources | Tendances et enjeux de la recherche en apprentissage des langues assisté par ordinateur BIL 5504Supports matériels additionnels :Online version:: Language-learner computer interactionsRessources en ligne:Publisher's Website. | Check the uOttawa Library catalogue. Résumé : "This book focuses on learner-computer interactions (LCI) in second language learning environments drawing largely on sociocultural theories of language development. It brings together a rich and varied range of theoretical discussions and applications i order to illustrate the way in which LCI can enrich our comprehension of technology-mediated communication, hence enhancing learners' digital literacy skills. The book is based on the premise that, in order to fully understand the nature of language and literacy development in digital spaces, researchers and practitioners in linguistics, sciences and engineering need to borrow from each others' theoretical toolkits. In light of this premise, themes include such as aspects of educational ergonomics, affordances, complex systems learning, learner persons and corpora, while also describing such data collecting tools as video screen capture devices, eye-tracking or intelligent learning tutoring systems. The book should be of interest to applied linguists working in CALL, language educators and professionals working in education, as well as computer scientists and engineers wanting to expand their work into the analysis of human/learner interactions with technology communication devices with a view to improving or (re)developing learning and communication instruments." (Book Cover)Contenu et portée : TABLE OF CONTENTS: List of figures / List of tables Book series preface: Language Studies, Science and Engineering Acknowledgements Contributor biographies Chapter 1: Cutting-edge theories and techniques for LCI in the context of CALL / Catherine Caws and Marie-Josée Hamel Part I. Frameworks guiding the research Chapter 2: CALL ergonomics revisited / Catherine Caws and Marie-Josée Hamel Chapter 3: The theory of affordances / Françoise Blin Chapter 4: CALL theory: Complex adaptive systems / Mathias Schulze and Kyle Scholz Chapter 5: CALL design and research: Taking a micro and macro view / Mike Levy and Catherine Caws Part II: Data and elicitation technologies and techniques Chapter 6: Learner personas and the effects of instructional scaffolding on working behaviour and linguistic performance / Trude Heift Chapter 7: Video screen capture to document and scaffold the L2 writing process / Marie-Josée Hamel and Jérémie Séror Chapter 8: Using eye-tracking technology to explore online learner interactions / Ursula Stickler, Bryan Smith and Lijing Shi Chapter 9: Analysing multimodal resources in pedagogical online exchanges: Methodological issues and challenges / Cathy Cohen and Nicolas Guichon Chapter 10: A scientific methodology for researching CALL interaction data: Multimodal Learning and Teaching Corpora / Thierry Chanier and Ciara R. Wigham Afterword Engineering conditions of possibility in technology-enhanced language learning / Steven L. Thorne Author index Subject index
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Vol. 2 in the Language Studies, Science and Engineering (LSSE) series.

Includes bibliographical references and indexes.

"This book focuses on learner-computer interactions (LCI) in second language learning environments drawing largely on sociocultural theories of language development. It brings together a rich and varied range of theoretical discussions and applications i order to illustrate the way in which LCI can enrich our comprehension of technology-mediated communication, hence enhancing learners' digital literacy skills. The book is based on the premise that, in order to fully understand the nature of language and literacy development in digital spaces, researchers and practitioners in linguistics, sciences and engineering need to borrow from each others' theoretical toolkits. In light of this premise, themes include such as aspects of educational ergonomics, affordances, complex systems learning, learner persons and corpora, while also describing such data collecting tools as video screen capture devices, eye-tracking or intelligent learning tutoring systems. The book should be of interest to applied linguists working in CALL, language educators and professionals working in education, as well as computer scientists and engineers wanting to expand their work into the analysis of human/learner interactions with technology communication devices with a view to improving or (re)developing learning and communication instruments." (Book Cover)

TABLE OF CONTENTS:

List of figures / List of tables
Book series preface: Language Studies, Science and Engineering
Acknowledgements
Contributor biographies

Chapter 1: Cutting-edge theories and techniques for LCI in the context of CALL / Catherine Caws and Marie-Josée Hamel

Part I. Frameworks guiding the research
Chapter 2: CALL ergonomics revisited / Catherine Caws and Marie-Josée Hamel
Chapter 3: The theory of affordances / Françoise Blin
Chapter 4: CALL theory: Complex adaptive systems / Mathias Schulze and Kyle Scholz
Chapter 5: CALL design and research: Taking a micro and macro view / Mike Levy and Catherine Caws

Part II: Data and elicitation technologies and techniques

Chapter 6: Learner personas and the effects of instructional scaffolding on working behaviour and linguistic performance / Trude Heift
Chapter 7: Video screen capture to document and scaffold the L2 writing process / Marie-Josée Hamel and Jérémie Séror
Chapter 8: Using eye-tracking technology to explore online learner interactions / Ursula Stickler, Bryan Smith and Lijing Shi
Chapter 9: Analysing multimodal resources in pedagogical online exchanges: Methodological issues and challenges / Cathy Cohen and Nicolas Guichon
Chapter 10: A scientific methodology for researching CALL interaction data: Multimodal Learning and Teaching Corpora / Thierry Chanier and Ciara R. Wigham

Afterword
Engineering conditions of possibility in technology-enhanced language learning / Steven L. Thorne

Author index
Subject index

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