Levy, Mike 1953-
CALL Dimensions : Options and Issues in Computer-Assisted Language Learning / Mike Levy and Glenn Stockwell. - 1st ed. - Mahwah, NJ : L. Erbaum Associates, 2006. - xviii, 310 p. : ill. ; 24 cm. - ESL and Applied Linguistics Professional . - ESL & Applied Linguistics Professional. .
Includes bibliographical references (p. 259-284) and author and subject indexes.
Preface 1. Introduction
Approach and Rationale 2. Design
Description -- Language-Learning Tasks -- Course and Syllabus Design -- Methodological Frameworks and Design Integration --
Language-Learning Areas and Skills -- Design of CALL Tutors -- Design of CALL Tools -- Discussion -- Introduction -- Integration: Horizontal and Vertical -- A Focus on the Learner -- Conclusion
3. Evaluation
Description — Approaches to Software Evaluation —Third-Party Evaluations — The Designer-Evaluator: Selected Points of Focus — Larger-Scale Frameworks — Discussion — Introduction — Checklists — Surveys — Designer-Oriented and Third-Party Evaluations: Strengths and Limitations — The Nature of the Object of the Evaluation — General Evaluation Frameworks: A More Detailed Analysis — Contrasting the Hubbard and Chapelle Frameworks — Conclusion 4. Computer-Mediated Communication
Description — E-Mail/SMS — Chat — MOOCs — Conferencing — Mailing Lists/BBS — Discussion —Technology, Mediation, and Communication — Modal Considerations of CMC — The Temporal Dimension — The Social and Psychological Dimension — The Linguistic Dimension — The Material Dimension — The Individual Dimension — Conclusion 5. Theory
Description — The Interaction Account of SLA— Sociocultural Theory — Activity Theory — Constructivism — Multiple Theories and "Rare" Theories — Discussion — Introduction — Theory for Design — Theory for Teaching — Theory for Research — Conclusion 6. Research
Description — Survey Research — Comparative Studies — Researching Language Learning Through Chat at a Distance — Researching Intercultural Learning Through a Collaborative E-Mail Exchange — Researching L2 Reading on the Web — Researching Student Use of Feedback and Help — Experimental Research: Choosing the Most Effective Annotation Design — Discussion — Introduction — Survey Research: Managing the Limitations — Comparative Research: Broadly Defined and Narrowly Focused — Theory, Research, and Pedagogy — The Online Environment: New Skills, New Roles, and a Broader View of Language Learning — Research Through the Language Areas and Skills — Tracking and Labeling Patterns of Learner Behavior: Responding to Difference — Seeking the Optimal Design — Conclusion 7. Practice
Description — Listening — Speaking — Reading — Writing — Grammar — Vocabulary — Pronunciation — Discussion — Knowing What You Want to Achieve — Knowing the Technological Options and Their Pedagogical Implications — Knowing Students' Abilities, Goals, and Perceptions Related to Different Types of CALL — Designing CALL Materials — Working with Constraints — Conclusion — Finding and Keeping a Balance 8. Technology
Description -- Authoring Software, LMS, and Hybridization -- Conferencing -- Artificial Intelligence (AI) -- Speech Recognition and Pronunciation-Training Technology -- Mobile Learning -- Discussion -- Making Choices of Technology -- Applying New Technologies to Language Learning -- New Technologies, New Problems -- Conclusions
9. Integration
Technology Innovation and Change: Inside and Outside the Institution -- Normalization (In the Institution) -- The Critical Factors -- Types of Research and Goals --The Language Teacher-Designer -- Conclusion
10. Emergent and Established CALL
Emergent CALL -- Introduction -- Key Areas and Examples -- General Qualities -- Established CALL -- Introduction -- Language-Learning Tasks -- Conclusion
Appendix A: Origins of This Book Appendix B: Features Matrix for the Main Studies Described in Ch.6
"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." (Book Cover)
080585634X (pbk) 9780805856347 (pbk)
2006003091
Language and languages--Computer-assisted instruction.
CALL Dimensions : Options and Issues in Computer-Assisted Language Learning / Mike Levy and Glenn Stockwell. - 1st ed. - Mahwah, NJ : L. Erbaum Associates, 2006. - xviii, 310 p. : ill. ; 24 cm. - ESL and Applied Linguistics Professional . - ESL & Applied Linguistics Professional. .
Includes bibliographical references (p. 259-284) and author and subject indexes.
Preface 1. Introduction
Approach and Rationale 2. Design
Description -- Language-Learning Tasks -- Course and Syllabus Design -- Methodological Frameworks and Design Integration --
Language-Learning Areas and Skills -- Design of CALL Tutors -- Design of CALL Tools -- Discussion -- Introduction -- Integration: Horizontal and Vertical -- A Focus on the Learner -- Conclusion
3. Evaluation
Description — Approaches to Software Evaluation —Third-Party Evaluations — The Designer-Evaluator: Selected Points of Focus — Larger-Scale Frameworks — Discussion — Introduction — Checklists — Surveys — Designer-Oriented and Third-Party Evaluations: Strengths and Limitations — The Nature of the Object of the Evaluation — General Evaluation Frameworks: A More Detailed Analysis — Contrasting the Hubbard and Chapelle Frameworks — Conclusion 4. Computer-Mediated Communication
Description — E-Mail/SMS — Chat — MOOCs — Conferencing — Mailing Lists/BBS — Discussion —Technology, Mediation, and Communication — Modal Considerations of CMC — The Temporal Dimension — The Social and Psychological Dimension — The Linguistic Dimension — The Material Dimension — The Individual Dimension — Conclusion 5. Theory
Description — The Interaction Account of SLA— Sociocultural Theory — Activity Theory — Constructivism — Multiple Theories and "Rare" Theories — Discussion — Introduction — Theory for Design — Theory for Teaching — Theory for Research — Conclusion 6. Research
Description — Survey Research — Comparative Studies — Researching Language Learning Through Chat at a Distance — Researching Intercultural Learning Through a Collaborative E-Mail Exchange — Researching L2 Reading on the Web — Researching Student Use of Feedback and Help — Experimental Research: Choosing the Most Effective Annotation Design — Discussion — Introduction — Survey Research: Managing the Limitations — Comparative Research: Broadly Defined and Narrowly Focused — Theory, Research, and Pedagogy — The Online Environment: New Skills, New Roles, and a Broader View of Language Learning — Research Through the Language Areas and Skills — Tracking and Labeling Patterns of Learner Behavior: Responding to Difference — Seeking the Optimal Design — Conclusion 7. Practice
Description — Listening — Speaking — Reading — Writing — Grammar — Vocabulary — Pronunciation — Discussion — Knowing What You Want to Achieve — Knowing the Technological Options and Their Pedagogical Implications — Knowing Students' Abilities, Goals, and Perceptions Related to Different Types of CALL — Designing CALL Materials — Working with Constraints — Conclusion — Finding and Keeping a Balance 8. Technology
Description -- Authoring Software, LMS, and Hybridization -- Conferencing -- Artificial Intelligence (AI) -- Speech Recognition and Pronunciation-Training Technology -- Mobile Learning -- Discussion -- Making Choices of Technology -- Applying New Technologies to Language Learning -- New Technologies, New Problems -- Conclusions
9. Integration
Technology Innovation and Change: Inside and Outside the Institution -- Normalization (In the Institution) -- The Critical Factors -- Types of Research and Goals --The Language Teacher-Designer -- Conclusion
10. Emergent and Established CALL
Emergent CALL -- Introduction -- Key Areas and Examples -- General Qualities -- Established CALL -- Introduction -- Language-Learning Tasks -- Conclusion
Appendix A: Origins of This Book Appendix B: Features Matrix for the Main Studies Described in Ch.6
"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." (Book Cover)
080585634X (pbk) 9780805856347 (pbk)
2006003091
Language and languages--Computer-assisted instruction.