Online Communication in Language Learning and Teaching

By: Regine Hampel, Marie-Noelle Lamy

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Paperback | 15 December 2007 | Edition Number 1

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278 Pages

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21.59 x 13.97 x 1.47

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This book deals with research and practice in online communication and communication technologies of language learning and teaching. These include all forms of computerized media using text, graphics, audio and video, with a particular focus on multimodal teaching and learning. As part of the project the authors describe well-structured action research projects which have transferable features and which can inspire readers wanting to undertake their own projects.

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You Can Find This Book In

Non-Fiction Language & Linguistics Linguistics Education Education Equipment & Technology Language Learning & Teaching Language Teaching & Learning Material & Coursework Learning with Audio Visual & Multimedia Teaching Skills & Techniques Open Learning Teaching English (ELT)ELT Background & Reference Material

ELT Teaching Theory & Methods

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Hardcover

Published: 1st December 2007

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List of Figures	p. xi
List of Tables	p. xii
Checklists	p. xiii
General Editors' Preface	p. xiv
Acknowledgements	p. xvi
Introduction	p. 1
Key Concepts and Issues
Historical Background	p. 7
The emergence of computer-mediated communication for language learning and teaching	p. 7
The road travelled: a broad view	p. 10
What the meta-literature reveals about practice and research	p. 12
Practitioner studies as a reflection of practices of use	p. 13
A new content area emerges	p. 16
The quality of CMCL research	p. 16
Summary	p. 18
Learning Theories	p. 19
Theoretical framework 1: the cognitive SLA model	p. 19
Theoretical framework 2: sociocultural theory	p. 23
Summary	p. 29
Mediation, Multimodality and Multiliteracies	p. 31
What is mediation?	p. 31
Affordances, modes and the computer medium	p. 34
New literacies	p. 43
Summary	p. 47
Lines of Enquiry into CMCL	p. 49
Issues in comparative research	p. 49
Discourse and conversation analysis	p. 51
The ecology of online learning, interculturalism and identity research	p. 57
Summary	p. 59
Teaching Online	p. 61
Teachers' roles and skills	p. 61
Teaching online through collaboration, task-based and problem-based learning	p. 64
The teacher as reflective practitioner	p. 73
Summary	p. 74
Learner Experience	p. 76
Learner participation	p. 77
Anxiety	p. 79
Motivation, learner control and autonomy	p. 82
Presence and identity	p. 85
Summary	p. 87
Assessment of CMCL	p. 88
Different understandings of 'online assessment'	p. 89
Designing assignments for CMCL	p. 98
The student's experience of CMC assessment	p. 99
Summary and future research needs	p. 100
Research and Practice
Asynchronous Fora	p. 107
Introduction	p. 107
Savignon and Roithmeier 2004	p. 108
Weasenforth, Biesenbach-Lucas and Meloni 2002	p. 110
Conclusion	p. 112
Synchronous Chat	p. 115
Introduction	p. 115
Blake 2000	p. 116
Thorne 2003	p. 118
Conclusion	p. 121
Multiple Object-oriented Environments	p. 123
Introduction	p. 123
Kotter 2003	p. 124
Schneider and von der Emde 2005	p. 127
Conclusion	p. 130
Audiographic Environments and Virtual Worlds	p. 131
Introduction	p. 131
Erben 1999	p. 131
Svensson 2003	p. 134
Conclusion	p. 136
Videoconferencing	p. 138
Introduction	p. 138
Goodfellow, Jefferys, Miles and Shirra 1996	p. 139
O'Dowd 2006a and 2006b	p. 142
Conclusion	p. 144
Emerging Technologies	p. 146
Blogs	p. 146
Wikis	p. 148
Mobile devices	p. 150
Conclusion	p. 153
Practitioner Research
An Overview of Practitioner Research	p. 157
What is practitioner research?	p. 157
The three essential steps of all practitioner research	p. 159
Overview of methods and instruments	p. 166
Summary	p. 170
A Practical Guide to CMCL Practitioner Research	p. 172
You and your participants' technical competence	p. 173
An ethical framework for your project	p. 174
What practical consequences can you expect to face when researching home-based distributed learning?	p. 177
Guarding against the effects of automatic indicators	p. 179
Summary	p. 181
Data in Practitioner Research	p. 183
What counts as data?	p. 183
How should your data be presented?	p. 185
What is a corpus and do you need one?	p. 188
How can you store and preserve your data?	p. 188
What automatic tools are available for analysing CMCL data?	p. 189
Summary	p. 191
Some Possible Practitioner Research Projects	p. 192
How to use the project templates in this chapter	p. 192
Six project templates	p. 193
Resources
Resources	p. 209
Introduction	p. 209
Blogs	p. 210
Information centres or portals	p. 210
Online bibliographies	p. 215
Online books	p. 215
Online journals	p. 216
Online newsletters	p. 218
Professional organisations	p. 219
Tools and practical support: free	p. 219
Tools and practical support: pay-to-use	p. 221
MOOs and virtual worlds	p. 222
Video-streamed talks and other free educational sites	p. 223
Wikis	p. 224
Bibliography	p. 225
Index	p. 247
Table of Contents provided by Ingram. All Rights Reserved.

Online Communication in Language Learning and Teaching

At a Glance

Paperback

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How to return your order

Defective items

You Can Find This Book In

Other Editions and Formats

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