1st Edition

Computer-Assisted Language Learning, 4 vol

ISBN 9780415465397
Published July 1, 2009 by Routledge
1888 Pages

USD $1,600.00

Prices & shipping based on shipping country


Book Description

Serious work using computers to support language teaching and learning began in the 1960s, but it was not until the beginning of the 1980s when microcomputers began to proliferate that groups of practitioners began forming professional groups and a formal identification of the field occurred. Although the early promise of computer-assisted language learning (or ‘CALL’), to revolutionize second-language learning has not been met, the past quarter century has seen a fascinating range of growth. This is not only because of lessons learned from research and practice, but also due to the rapid and continuing shifts in the technology itself.

Nominally a branch of applied linguistics, 'CALL' is truly interdisciplinary, drawing its core concepts not only from linguistics, but also from computer science, speech engineering, psychology, sociology, second-language acquisition, and general education.

This new four-volume title from Routledge will allow 'CALL' practitioners, researchers, and students to easily access the best and most influential foundational and cutting-edge scholarship. The is also a comprehensive introduction to critical concepts in 'CALL' for applied linguists and language educators interested in the growing role of technology in second-language acquisition.

Table of Contents

Volume I: Foundations of CALL

Part 1: CALL Theory, Frameworks, and Conceptualizations

1. John Higgins, ‘Introduction: The Metaphor’, Language, Learners, and Computers (Longman, 1988), pp. 8–27.

2. Michael Levy, ‘A Tutor-Tool Framework’, Computer-Assisted Language Learning: Context and Conceptualization (Clarendon Press, 1997), pp. 178–214.

3. Mark Warschauer and Deborah Healey, ‘Computers and Language Learning: An Overview’, Language Teaching, 31, 1998, 57–71.

4. Nina Garrett, ‘Where do Research and Practice Meet? Developing a Discipline’, ReCALL, 10, 1, 1998, 7–12.

5. Stephen Bax, ‘CALL: Past, Present and Future’, System, 31, 1, 2003, 13–28.

6. Carol A. Chapelle, ‘The Potential of Technology for Language Learning’, English Language Learning and Technology (John Benjamins, 2003), pp. 35–68.

Part 2: Early CALL Projects

7. Larrie E. Gale, ‘Macurio, Montevidisco, and Interactive Digame: Developing Interactive Video for Language Instruction’, in W. F. Smith (ed.), Modern Technology in Foreign Language Education (National Textbook Company, 1989), pp. 235–48.

8. Janet Murray, Douglas Morgenstern, and Gilberte Furstenberg, ‘The Athena Language Learning Project: Design Issues for the Next Generation of Computer-Based Language Learning Tools’, in W. F. Smith (ed.), Modern Technology in Foreign Language Education (National Textbook Company, 1989), pp. 97–118.

Part 3: CALL Research Trends and Issues

9. Patricia Dunkel, ‘The Effectiveness Research on CAI and CALL’, in Dunkel (ed.), Computer Assisted Language Learning and Testing: Research Issues and Practice (Newbury House, 1991), pp. 5–36.

10. Carol Chapelle, ‘CALL in the Year 2000: Still in Search of Research Paradigms?’, Language Learning & Technology, 1, 1, 1997, 19–43.

11. Graham Davies, ‘New Technologies and Language Learning: A Suitable Subject for Research?’, in A. Chambers and G. Davies (eds.), New Technologies and Language Learning: A European Perspective (Swets & Zeitlinger, 2001), pp. 13–27.

12. Paul Allum, ‘CALL and the Classroom: The Case for Comparative Research’, ReCALL, 14, 1, 2002, 146–66.

13. Mike Levy, ‘Scope, Goals and Methods in CALL Research: Questions of Coherence and Autonomy’, ReCALL, 12, 2, 2000, 170–95.

Part 4: CALL Design and Evaluation

14. Philip L. Hubbard, ‘Elements of CALL Methodology: Development, Evaluation and Implementation’, in M. C. Pennington (ed.), The Power of CALL (Athelstan, 1996), pp. 15–32.

15. Dominique Hémard, ‘Design Principles and Guidelines for Authoring Hypermedia Language Learning Applications’, System, 25, 1, 1997, 9–27.

16. Liam Murray and Ann Barnes, ‘Beyond the "Wow" Factor: Evaluating Multimedia Language Learning Software from a Pedagogical Viewpoint’, System, 26, 1998, 249–59.

17. Carol A. Chapelle, ‘Computer Assisted Language Learning’, Computer Applications for Second Language Acquisition: Foundations for Teaching, Testing, and Research (Cambridge University Press, 2001), pp. 44–66.

18. Bernard Susser, ‘A Defense of Checklists for Courseware Evaluation’, ReCALL, 13, 2, 2001, 261–76.

Volume II: CALL and Language Skills

Part 5: Listening, Speaking, and Pronunciation

19. Debra Hoven, ‘A Model for Listening and Viewing Comprehension in Multimedia Environments’, Language Learning & Technology, 3, 1, 1999, 88–103.

20. Yong Zhao, ‘The Effects of Listeners’ Control of Speech Rate on Second Language Comprehension’, Applied Linguistics, 18, 1, 1997, 49–68.

21. Linda C. Jones, ‘Supporting Listening Comprehension and Vocabulary Acquisition with Multimedia Applications: The Students’ Voice’, CALICO Journal, 21, 1, 2003, 41–65.

22. Joan-Tomàs Pujolà, ‘Did CALL Feedback Feed Back? Researching Learners’ Use of Feedback’, ReCALL, 13, 1, 2001, 79–98.

23. Isabel Borrás and Robert C. Lafayette, ‘Effects of Multimedia Courseware Subtitling on the Speaking Performance of College Students of French’, The Modern Language Journal, 78, 1994, 61–75.

24. Martha C. Pennington, ‘Computer Aided Pronunciation Pedagogy: Promise, Limitations, Directions’, Computer Assisted Language Learning, 12, 5, 1999, 427–40.

25. Ambra Neri et al., ‘The Pedagogy–Technology Interface in Computer-Assisted Pronunciation Training’, Computer Assisted Language Learning, 15, 5, 2002, 441–67.

26. Dorothy M. Chun, ‘Signal Analysis Software for Teaching Discourse Intonation’, Language Learning & Technology, 2, 1, 1998, 61–77.

Part 6: Reading and Writing

27. Gail Robinson, ‘Effective Feedback Strategies in CALL: Learning Theory and Empirical Research’, in P. Dunkel (ed.), Computer Assisted Language Learning and Testing: Research Issues and Practice (Newbury House, 1991), pp. 155–67.

28. Tom Cobb and Vance Stevens, ‘A Principled Consideration of Computers and Reading in a Second Language’, in M. C. Pennington (ed.), The Power of CALL (Athelstan, 1996), pp. 115–37.

29. Jan L. Plass et al., ‘Supporting Visual and Verbal Learning Preferences in a Second-Language Multimedia Learning Environment’, Journal of Educational Psychology, 90, 1, 1998, 25–36.

30. Wan Shun Eva Lam, ‘L2 Literacy and the Design of the Self: A Case Study of a Teenager Writing on the Internet’, TESOL Quarterly, 34, 3, 2000, 457–82.

31. Martha C. Pennington, ‘Electronic Media in Second Language Writing: An Overview of Tools and Research Findings’, in S. Fotos and C. M. Browne (eds.), New Perspectives on CALL for Second Language Classrooms (Lawrence Erlbaum, 2004), pp. 69–92.

Part 7: Grammar, Vocabulary, and Data-Driven Learning

32. Klaus Brandl, ‘Strong and Weak Students’ Preferences for Error Feedback Options and Responses’, The Modern Language Journal, 79, 2, 1995, 194–211.

33. Joseph Collentine, ‘Cognitive Principles and CALL Grammar Instruction: A Mind-Centered, Input Approach’, CALICO Journal, 15, 3, 1998, 1–18.

34. Dorothy M. Chun and Jan L. Plass, ‘Effects of Multimedia Annotations on Vocabulary Acquisition’, The Modern Language Journal, 80, 1996, 183–98.

35. B. Batia Laufer and Monica Hill, ‘What Lexical Information Do L2 Learners Select in a CALL Dictionary and How Does it Affect Word Retention?’, Language Learning & Technology, 3, 2, 2002, 58–76.

36. Tim Johns, ‘From Printout to Handout: Grammar and Vocabulary Teaching in the Context of Data-Driven Learning’, in T. Odlin (ed.), Perspectives on Pedagogical Grammar (Cambridge University Press, 1994), pp. 293–313.

37. Angela Chambers, ‘Integrating Corpus Consultation in Language Studies’, Language Learning & Technology, 9, 2, 2005, 111–25.

Volume III: Computer-Mediated Communication for Language Learning

Part 8: CMC Foundations and Conceptualizations

38. Mike Levy and Glenn Stockwell, ‘Computer Mediated Communication’, CALL Dimensions: Options and Issues in Computer-Assisted Language Learning (Lawrence Erlbaum, 2006), pp. 84–109.

39. M. Rafael Salaberry, ‘A Theoretical Foundation for the Development of Pedagogical Tasks in Computer Mediated Communication’, CALICO Journal, 14, 1, 1996, 5–34.

40. Bryan Smith, ‘Computer-Mediated Negotiated Interaction: An Expanded Model’, The Modern Language Journal, 87, 2003, 38–57.

41. Mark Warschauer, ‘Computer-Mediated Collaborative Learning: Theory and Practice’, The Modern Language Journal, 81, 4, 1997, 470–81.

Part 9: Synchronous CMC

42. Dorothy M. Chun, ‘Using Computer Networking to Facilitate the Acquisition of Interactive Competence’, System, 22, 1, 1994, 17–31.

43. Mark Warschauer, ‘Comparing Face-to-Face and Electronic Discussion in the Second Language Classroom’, CALICO Journal, 13, 2/3, 1995/6, 7–26.

44. Richard Kern, ‘Restructuring Classroom Interaction with Networked Computers: Effects on Quantity and Characteristics of Language Production’, The Modern Language Journal, 79, 3, 1995, 457–76.

45. Robert Blake, ‘Computer Mediated Communication: A Window on L2 Spanish Interlanguage’, Language Learning & Technology, 4, 1, 2000, 120–36.

46. Jill Pelletieri, ‘Negotiation in Cyberspace: The Role of Chatting in the Development of Grammatical Competence in the Virtual Foreign Language Classroom’, in M. Warschauer and R. Kern (eds.), Network-Based Language Teaching: Concepts and Practice (Cambridge University Press, 2000), pp. 59–86.

47. Mark Darhower, ‘Interactional Factors of Synchronous CMC in the Intermediate L2 Class: A Sociocultural Case Study’, CALICO Journal, 19, 2, 2002, 249–77.

48. J. Scott Payne and Paul J. Whitney ‘Developing L2 Oral Proficiency Through Synchronous CMC: Output, Working Memory, and Interlanguage Development’, CALICO Journal, 20, 1, 2002, 7–32.

49. Vincenza Tudini, ‘Using Native Speakers in Chat’, Language Learning & Technology, 7, 3, 2003, 141–59.

50. Jannie Roed, ‘Language Learner Behavior in a Virtual Environment’, Computer Assisted Language Learning, 16, 2/3, 2003, 155–72.

Part 10: Asynchronous and Mixed CMC

51. Julie A. Belz, ‘Institutional and Individual Dimensions of Transatlantic Group Work in Network-Based Language Teaching’, ReCALL, 13, 2, 2001, 213–31.

52. Glenn R. Stockwell and Michael W. Harrington, ‘The Incidental Development of L2 Proficiency in NS–NNS Email Interactions’, CALICO Journal, 20, 2, 2003, 337–59.

53. Zsuzsanna Ittzes Abrams, ‘The Effect of Synchronous and Asynchronous CMC on Oral Performance in German’, The Modern Language Journal, 76, 2, 2003, 157–67.

54. Stephen L. Thorne, ‘Artifacts and Cultures-of-Use in Intercultural Communication’, Language Learning & Technology, 7, 2, 2003, 38–67.

Volume IV: Present Trends and Future Directions in CALL

Part 11: Online Learning

55. Uschi Felix, ‘Exploiting the Web for Language Teaching: Selected Approaches’, ReCALL, 11, 1, 1999, 30–7.

56. Catherine Doughty and Michael Long, ‘Optimal Psycholinguistic Environments for Distance Foreign Language Learning’, Language Learning & Technology, 7, 3, 2003, 50–80.

57. Richard Kern, Paige Ware, and Mark Warschauer, ‘Crossing Frontiers: New Directions in Online Pedagogy and Research’, Annual Review of Applied Linguistics, 24, 2004, 243–60.

58. Regina Hampel and Miryam Hauck, ‘Towards an Effective Use of Audioconferencing in Distance Learning Courses’, Language Learning & Technology, 8, 1, 2004, 66–82.

59. Cynthia White, ‘Towards a Learner-Based Theory of Distance Language Learning: The Concept of the Learner-Context Interface’, in B. Holmberg, M. Shelley, and C. White (eds.), Distance Education and Languages: Evolution and Change (Multilingual Matters, 2005), pp. 55–71.

Part 12: Assessment

60. James Dean Brown, ‘Computers in Language Testing: Present Research and Some Future Directions’, Language Learning & Technology, 1, 1, 1997, 44–59.

61. Carol A. Chapelle and Dan Douglas, ‘What is the CALT Difference?’, Assessing Language through Computer Technology (Cambridge University Press, 2006), pp. 20–39.

Part 13: Learner Training and Autonomy

62. Philip Hubbard, ‘Learner Training for Effective Use of CALL’, in S. Fotos and C. M. Browne (eds.), New Perspectives on CALL for Second Language Classrooms (Lawrence Erlbaum, 2004), pp. 45–68.

63. Françoise Blin, ‘CALL and the Development of Learner Autonomy: Towards an Activity–Theoretical Perspective’, ReCALL, 16, 2, 2004, 377–95.

Part 14: Teacher Education

64. Joy Egbert, Trena M. Paulus, and Yoko Nakamichi, ‘The Impact of CALL Instruction on Classroom Computer Use: A Foundation for Rethinking Technology in Teacher Education’, Language Learning and Technology, 6, 3, 2002, 108–26.

65. Nike Arnold and Lara Ducate, ‘Future Foreign Language Teachers’ Social and Cognitive Collaboration in an Online Environment’, Language Learning and Technology, 10, 1, 2006, 42–66.

66. Philip Hubbard and Mike Levy, ‘The Scope of CALL Education’, in P. Hubbard and M. Levy (eds.), Teacher Education in CALL (John Benjamins, 2006), pp. 3–20.

Part 15: Intelligent CALL

67. Noriko Nagata, ‘Intelligent Computer Feedback for Second Language Instruction’, The Modern Language Journal, 77, 3, 1993, 330–9.

68. Henry Hamburger, Michael Schoelles, and Florence Reeder, ‘More Intelligent CALL’, in K. Cameron (ed.), Computer Assisted Language Learning (CALL): Media, Design, and Applications (Swets & Zeitlinger, 1999), pp. 183–202.

69. Trude Heift, ‘Learner Control and Error Correction in ICALL: Browsers, Peekers, and Adamants’, CALICO Journal, 19, 2, 2002, 295–313.

70. Trude Heift and Matthias Schulze, ‘The Past and the Future’, Errors and Intelligence in Computer-Assisted Language Learning: Parsers and Pedagogues (Routledge, 2007), pp. 213–27.

Part 16: Future Directions

71. Patrik Svensson, ‘Virtual Worlds as Arenas for Language Learning’, in U. Felix (ed.), Language Learning Online: Towards Best Practice (Swets & Zeitlinger, 2003), pp. 123–43.

72. Patricia Thornton and Chris Houser, ‘Using Mobile Phones in Education’, in J. Roschelle et al. (eds.), Proceedings of the 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (IEEE Computer Society, 2004), pp. 3–10.

73. Stephen L. Thorne and J. Scott Payne, ‘Evolutionary Trajectories, Internet-Mediated Expression, and Language Education’, CALICO Journal, 22, 3, 2005, 371–97.

74. Karen Price, ‘Afterword: The Future is Now’, in J. Egbert and E. Hanson-Smith (eds.), CALL Environments: Research, Practice, and Critical Issues (TESOL Publications, 2007), pp. 437–54.

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