Teaching & Researching: Computer-Assisted Language Learning

Contents

General Editors’ Preface  

Acknowledgements

Introduction

Section I   Key concepts

1 The emergence of CALL

1.1   A broad discipline

1.2   Technology driving CALL

1.3   The changing focus of research in CALL  

Summary

2 A brief history of CALL   

2.1   CALL in the 1950s and 1960s

2.2   Simulations  

2.3   CALL in the 1970s and 1980s

2.4   CALL in the 1990s  

2.5   CALL in the 21st Century

Summary

3 Hypertext, hypermedia and multimedia

3.1   Hypertext   

3.2   Hypermedia   

3.3   Multimedia  

3.4   Antecedents of multimedia   

3.5   Science fiction and CALL

3.6   The printed book and CALL   

3.7   Applications to general learning 

3.8   Applications of multimedia to language learning  

Summary

4 Eight CALL applications   

4.1   Word processing  

4.2   Games 

4.3   Literature

4.4   Corpus linguistics  

4.5   Computer-mediated communication  

4.6   WWW resources

4.7   Adapting other materials for CALL  

4.8   Personal Digital Assistants (PDAs) and Mobile Telephones   

Summary

Section II The place of CALL in research and teaching   

5 Second-language Acquisition and models of instruction

5.1   Concepts in SLA, behaviourism and constructivism

5.2   Comprehensible input and output

5.3   Behaviourist  models of instruction

5.4   Constructivism   

Summary

6 Collaboration and negotiation of meaning

6.1   The place of collaboration in CALL  

6.2   Structuring collaboration

6.3   Differences between collaboration and other terms

6.4   The range of collaboration and CALL  

6.5   Collaboration at the computer  

6.6   Benefits of collaborative learning at the computer   

6.7   Collaboration, CALL and SLA  

6.8   Collaboration at the computer as evidenced by discourse 

6.9   Challenges to collaboration   

6.10    Challenges to collaboration in a CALL context

6.11    Discourse that evidences challenges to collaboration  

Summary

7 Defining a model of CALL  

7.1   Defining a model  

7.2   The need for a CALL model   

7.3   A model of current non-CALL language learning   

7.4   Dunkin and Biddle’s model in a CALL context

7.5   Various views of CALL   

7.6   Teacher and pupil classroom behavior: activities used in CALL

7.7   A virtual classroom  

7.8   Aspects of a CALL model   

Summary

8   Theoretical and pedagogical concerns  

8.1   Concerns for software development

8.2   Pedagogical concerns for classroom practice   

8.3 &uating software

8.4   Learning and working styles

8.5   Evolving technology

8.6   Commercial software

8.7   Making better use of existing materials  

8.8   Copyright and plagiarism   

8.9   Viruses

8.10    Safety online  

8.11    Technological have-nots

Summary

Section III    Researching CALL

9 Current research interests

9.1   A new field: reporting CALL research

9.2   Approaches to research in CALL  

9.3   The computer as a tool of research   

9.4   The role of commercial publishers

9.5   Reviewing current studies: a survey  

9.6   Conducting research   

9.7   Action research

Summary

10    Research

10.1    Research context 1: The literature review  

10.2    Research context 2: A pilot study  

10.3    Research context 3: Corpus linguistics

10.4    Research context 4: Error analysis

10.5    Research context 5: The experiment

10.6    Research context 6: A case study  

10.7    Research context 7: The survey

10.8    Research context 8: The ethnographic approach 

Conclusion  

Section IV   Resources   

Glossary of key terms

References

Index

Biography

Ken Beatty has taught at colleges and universities in Canada, Asia and the Middle East. His publications include more than 100 textbooks for learning English as a Second Language, as well as various websites, CD-ROMs and educational videos.