Online Communication in Language Learning and Teaching (Research and Practice in Applied Linguistics)

✍ Scribed by Regine Hampel, Marie-Noelle Lamy

• Publisher: Palgrave Macmillan
• Year: 2007
• Tongue: English
• Leaves: 278
• Series: Research and Practice in Applied Linguistics
• Edition: illustrated edition
• Category: Library

✦ Synopsis

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.

✦ Table of Contents

Cover......Page 2
Contents......Page 9
List of Figures......Page 13
List of Tables......Page 14
Checklists......Page 15
General Editors' Preface......Page 16
Acknowledgements......Page 18
Introduction......Page 19
Part I: Key Concepts and Issues......Page 23
1.1 The emergence of computer-mediated communication for language learning and teaching......Page 25
1.2 The road travelled: a broad view......Page 28
1.3 What the meta-literature reveals about practice and research......Page 30
1.4 Practitioner studies as a reflection of practices of use......Page 31
1.6 The quality of CMCL research......Page 34
1.7 Summary......Page 36
2.1 Theoretical framework 1: the cognitive SLA model......Page 37
2.2 Theoretical framework 2: sociocultural theory......Page 41
2.3 Summary......Page 47
3.1 What is mediation?......Page 49
3.2 Affordances, modes and the computer medium......Page 52
3.3 New literacies......Page 61
3.4 Summary......Page 65
4.1 Issues in comparative research......Page 67
4.2 Discourse and conversation analysis......Page 69
4.3 The ecology of online learning, interculturalism and identity research......Page 75
4.4 Summary......Page 77
5.1 Teachers' roles and skills......Page 79
5.2 Teaching online through collaboration, task-based and problem-based learning......Page 82
5.3 The teacher as reflective practitioner......Page 91
5.4 Summary......Page 92
6 Learner Experience......Page 94
6.1 Learner participation......Page 95
6.2 Anxiety......Page 97
6.3 Motivation, learner control and autonomy......Page 100
6.4 Presence and identity......Page 103
6.5 Summary......Page 105
7 Assessment of CMCL......Page 106
7.1 Different understandings of 'online assessment'......Page 107
7.2 Designing assignments for CMCL......Page 116
7.3 The student's experience of CMC assessment......Page 117
7.4 Summary and future research needs......Page 118
Part II: Research and Practice......Page 121
8.1 Introduction......Page 125
8.2 Savignon and Roithmeier 2004......Page 126
8.3 Weasenforth, Biesenbach-Lucas and Meloni 2002......Page 128
8.4 Conclusion......Page 130
9.1 Introduction......Page 133
9.2 Blake 2000......Page 134
9.3 Thorne 2003......Page 136
9.4 Conclusion......Page 139
10.1 Introduction......Page 141
10.2 Kötter 2003......Page 142
10.3 Schneider and von der Emde 2005......Page 145
10.4 Conclusion......Page 148
11.2 Erben 1999......Page 149
11.3 Svensson 2003......Page 152
11.4 Conclusion......Page 154
12.1 Introduction......Page 156
12.2 Goodfellow, Jefferys, Miles and Shirra 1996......Page 157
12.3 O'Dowd 2006a and 2006b......Page 160
12.4 Conclusion......Page 162
13.1 Blogs......Page 164
13.2 Wikis......Page 166
13.3 Mobile devices......Page 168
13.4 Conclusion......Page 171
Part III: Practitioner Research......Page 173
14.1 What is practitioner research?......Page 175
14.2 The three essential steps of all practitioner research......Page 177
14.3 Overview of methods and instruments......Page 184
14.4 Summary......Page 188
15 A Practical Guide to CMCL Practitioner Research......Page 190
15.1 You and your participants' technical competence......Page 191
15.2 An ethical framework for your project......Page 192
15.3 What practical consequences can you expect to face when researching home-based distributed learning?......Page 195
15.4 Guarding against the effects of automatic indicators......Page 197
15.5 Summary......Page 199
16.1 What counts as data?......Page 201
16.2 How should your data be presented?......Page 203
16.4 How can you store and preserve your data?......Page 206
16.5 What automatic tools are available for analysing CMCL data?......Page 207
16.6 Summary......Page 209
17.1 How to use the project templates in this chapter......Page 210
17.2 Six project templates......Page 211
Part IV: Resources......Page 225
18.1 Introduction......Page 227
18.3 Information centres or portals......Page 228
18.5 Online books......Page 233
18.6 Online journals......Page 234
18.7 Online newsletters......Page 236
18.9 Tools and practical support: free......Page 237
18.10 Tools and practical support: pay-to-use......Page 239
18.11 MOOs and virtual worlds......Page 240
18.12 Video-streamed talks and other free educational sites......Page 241
18.13 Wikis......Page 242
Bibliography......Page 243
B......Page 265
C......Page 266
D......Page 268
G......Page 269
I......Page 270
L......Page 271
M......Page 272
N......Page 273
R......Page 274
S......Page 275
T......Page 276
V......Page 277
Z......Page 278