Computer-Assisted Language Learning: Context and Conceptualization
Gives a comprehensive overview of the field including historical and interdisciplinary perspectives. Looks at the relationship between the theory and application of Computer-Assisted Language Learning. Describes how the computer is conceptualized as both tutor and tool, and discusses the implications for computer programming, language teaching, and learning. So far the development of Computer-Assisted Language Learning (CALL) has been fragmented. The points of departure for CALL projects have been enormously varied, and when the projects have been written up, they rarely refer to those that have gone before. Michael Levy addresses this shortcoming, setting CALL work into a context, both historical and interdisciplinary. He is the first person in the field to consider CALL as a body of work. He also aims to identify themes and patterns of development that relate contemporary CALL to earlier projects. The author goes on to explore how CALL practitioners have conceptualized the use of the computer in language teaching and learning. He achieves this through a detailed review of the literature, and through the results of an international CALL Survey, where key CALL practitioners from 18 countries respond to questions on aspects of CALL materials development. Drawn from this rich source of information on actual CALL practice, Michael Levy analyses and expands on a tutor-tool framework. He shows this to be of value for a better understanding of methodology, integration of CALL into the curriculum, the role of the teacher and learner, and evaluation.
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acronyms Ahmad application approach artificial intelligence authoring systems authoring tools Authorware CALL authors CALL materials development CALL practitioners CALL programs CALL projects CALL software CALL Survey classroom cognitive communicative Communicative Language Teaching computational linguistics computer tools computer tutor Computer-Assisted Language Learning conceptualization of CALL concordancing context curriculum described development of CALL development process disciplines discussion effects evaluation example expert systems field focus framework guage hardware and software Higgins high-level programming language Hubbard human-computer Human-Computer Interaction HyperCard ICALL instructional design integration interaction Internet Kemmis language learning language teaching learmng learning environment literature machine methodology microcomputer multimedia natural language processing PLATO points of departure problem programming language psychology question responses Richards and Rodgers self-access specific strategies tasks teaching and learning theoretical theory TICCIT tion tool roles word processor
Computer Applications in Second Language Acquisition
Limited preview - 2001
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New Perspectives on CALL for Second Language Classrooms
Sandra Fotos,Charles Browne
No preview available - 2004