Technology-Enhanced Language Learning for Specialized Domains: Practical applications and mobility

✍ Scribed by Elena Martín-Monje, Izaskun Elorza and Blanca García Riaza

• Publisher: Routledge
• Year: 2016
• Tongue: English
• Leaves: 309
• Category: Library

✦ Table of Contents

Technology-Enhanced Language Learning for Specialized Domains- Front Cover
Technology-Enhanced Language Learning for Specialized Domains
Title Page
Copyright Page
Contents
List of figures
List of tables
Notes on contributors
Foreword
Acknowledgements
Introduction
References
PART 1: General issues about learning languages with computers
Chapter 1: Languages and literacies for digital lives
Introduction
Language-related literacies
Information-related literacies
Connection-related literacies
Redesign
Towards a mobile, critical, digitally literate future
References
Chapter 2: Promoting intercultural competence in culture and language studies: outcomes of an international collaborative project
Introduction
Rationale
Method
Results and discussion
Conclusions
Acknowledgements
References
Chapter 3: Return on investment: the future of evidence-based research on ICT-enhanced business English
The spread of ICT and EMI
Determining factors of evidence-based research on ICT-enhanced learning
Conclusion: beyond two-dimensional models for evidence-based ICT-enhanced research on ESP learning
References
Chapter 4: L2 English learning and performance through online activities: a case study
Introduction
UNED distance learning methodology
English grammar and e-learning
Task-based learning and technology
The present study
Discussion and concluding remarks
References
PART 2: Languages and technology-enhanced assessment
Chapter 5: Language testing in the digital era
Introduction
History and evolution of technology-enhanced assessment
Computer assisted language testing (CALT)
Future directions
References
Chapter 6: Synchronous computer-mediated communication in ILP research: a study based on the ESP context
Introduction
The speech act of advice
Retrospective verbal reports in ILP research
Methodology
Results
Conclusion
Acknowledgements
References
Appendix A
Chapter 7: The COdA scoring rubric: an attempt to facilitate assessment in the field of digital educational materials in higher education
Quality assessment tool (COdA): motivations
Antecedents
COdA: development
COdA: assessment
COdA: scoring rubric
Lines for future research
References
Appendix
Chapter 8: Enabling automatic, technology-enhanced assessment in language e-learning: using ontologies and linguistic annotation merge to improve accuracy
Introduction
OntoTag: an architecture and methodology for the joint annotation of (semantic) web pages
The linguistic ontologies
The experiment: development of OntoTagger
OntoTagger at work: an annotated example
Results
Conclusions
Acknowledgements
References
PART 3: Mobile-assisted language learning
Chapter 9: Challenges and opportunities
in enacting MALL designs for LSP
Introduction
LSP and mobility
Mobile tools for vocabulary learning
Designing and enacting MALL
Discussion
References
Chapter 10: Designer learning: the teacher as designer of mobile-based classroom learning experiences
Brief literature review
The study
Discussion of the research question
Issues of concern
Future directions
Acknowledgments
References
Chapter 11: Mobile and massive language learning
Mobile-assisted language learning
Language MOOCs
MALMOOCs
Notes
References
PART 4: Language massive open online courses
Chapter 12: Academic writing in MOOC environments: challenges and rewards
Introduction: ESP, EAP, and academic writing
Academic writing and MOOCs
MOOC challenges to academic writing
MOOC benefits to academic writing
Conclusion
References
Chapter 13: Language MOOCs: better by design
Introduction
Affordances of the massive online format
Challenges of the massive online format
Recommendations
References
Chapter 14: Enhancing specialized vocabulary through social learning in language MOOCs
Introduction
Technology-enhanced language learning in specialized linguistic domains
Key issues in the acquisition of specialized vocabulary
Social language learning
MOOCs as an emerging option for specialized language learning: the case of “Professional English”
Conclusion
References
PART 5: Corpus-based approaches to specialized linguistic domains
Chapter 15: Corpus-based teaching in LSP
Introduction
Phraseology-centered materials
Register-centered materials
Conclusion
Acknowledgments
References
Chapter 16: Transcription and annotation of non-native spoken corpora
Introduction
Types of non-native speech data
Transcription
Annotation
Applications
Conclusions
References
Chapter 17: Using monolingual virtual corpora in public service legal translator training
Public service interpreting and translation as a new profession and academic discipline
Corpus-based translation studies (CTS) and their application to PSIT legal translation training
Conclusion
References
PART 6: Computer-assisted translation tools for language learning
Chapter 18: Computer-assisted translation tools as tools for language learning
Introduction
Features of CAT tools
Using CAT tools in language learning
Concluding remarks
References
Chapter 19: Applying corpora-based translation studies to the classroom: languages for specific purposes acquisition
Introduction
Background
Methodology, corpus design and compilation
Data extraction and analysis
Using corpora in translation: an example
Conclusions
References
Chapter 20: VISP: a MALL-based app using audio description techniques to improve B1 EFL students’ oral competence
Introduction
MALL apps: state of the art
Audio description (AD) and its application in the foreign language (FL) classroom
An ad-based MALL app – VISP: videos for speaking
A qualitative pilot case study
Conclusions and suggestions for future research
Note
References
Afterword: technology and beyond – enhancing language learning
References
Index