Language and Linguistics: The Key Concepts (Routledge Key Guides)

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He then takes a critical look at 14 learner-based studies, highlighting not only the positive but also negative findings.

ISBN 13: 9780415157414

The chapter concludes with a discussion of a number of areas identified as promising for future investigation. Pete Sharma and Kevin Westbrook build Chapter 23 on theoretical underpinnings of both learning modes, and then offer a thorough overview of related practicalities. It contains six insightful contributions addressing various aspects of language corpora.

It begins with Chapter 24, in which Martin Warren highlights the key principles of DDL and addresses it as a form of self-directed learning. The chapter provides examples of classroom application of DDL followed by a critical analysis of its strengths and limitations. The authors outline key findings from research into spoken corpora and use a case study to investigate pedagogical implications of using spoken corpora for language learning.

She highlights the benefits of using a written corpus, in particular a pedagogical one, in helping learners upgrade their writing skills. The author puts a strong emphasis on pedagogical solutions and points to the challenges of integrating corpora into the teaching of writing. She investigates language corpora as input for a range of learner resources such as grammar books, dictionaries, or automated annotation. She also points to the role of corpus input as a teacher training resource for non-native language teachers. The chapter encompasses a thorough discussion of various types of language corpora and their pedagogical applications.

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The selection includes general, specialised, parallel, historical, and multimodal corpora. The authors conclude the chapter by discussing future directions predicted in the field.

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In Chapter 30 , Jonathon Reinhardt and Steve Thorne suggest approaching gaming through the "game as method" metaphor. In their discussion they examine several correspondences between game design and L2 design, namely goal-orientation, interaction or interactivity, feedback, context, and motivation. Finally, the authors examine digital games through the lens of L2 learning theories. They situate them within SLA theory and practice, and explore their utility in language learning and teaching.

In Chapter 32 she addresses all the key issues related to gaming used in and outside of school, starting with a look back at the pioneering work on gaming and language learning, followed by a discussion of game genres, and finishing with an examination of the pedagogical implications of using games to teach young language learners. In this regard, Li Li investigates the potentials of available technologies for addressing lexical and grammatical features of language learning.

In Chapter 33 , the author discusses the benefits of CALL in lexico-grammatical acquisition and, having presented the principles of integrating CALL tools in these language areas, reviews a collection of dedicated tools. The author provides theoretical underpinnings which serve as background to an overview of technologies applied to the teaching of reading and writing.

Due attention is given to related challenges—namely interaction, feedback, and group dynamics. First, the use of recorded audio in language learning is investigated through a historical lens, which is then replaced with a pedagogical one. Then, the authors explore a selection of technology tools designed for facilitating the development of oral and aural skills.

Cinema Studies: The Key Concepts: 2nd Edition (Key Concepts) (Routledge Key Guides)

The authors clarify all the key concepts, investigate the potential of multimodality in language acquisition, and address the issues of cognitive overload and polyfocality of attention. The chapter also explores the issue of learners' multimodal competence and argues for teacher trainers to give greater consideration to the development of teachers' semio-pedagogical competence. The authors introduce the reader to the field, discuss the provision of corrective feedback, and automated writing evaluation, lexical glosses and electronic dictionaries.

They also outline the main considerations for the research and development of computational parsers and grammars.

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The authors critically evaluate the effectiveness of the system and its integration into formal classroom teaching. Since CALL is an incredibly rich and diversified research area which is continuously branching off in response to booming technologies, a regular scrutiny and re-examination of all the related fields is essential. This volume, edited by Farr and Murray, is a timely response to this pressing need as it covers virtually all the major fields of computer-enhanced language learning, from the already well-established areas of Computer-Mediated Communication or CALL-responsive teacher education to the relatively emerging areas of gaming, mobile learning, or multimodal pedagogy, to mention but a few examples.

Indeed, the authors' intention to address the needs of readers representing various levels of expertise is evident throughout the volume, in which the breadth of theoretical perspectives is successfully married to a very consistent pedagogical angle. Practically all the contributors put a strong emphasis on pedagogically sound uses of technology, their integration with existing practices, ensuing challenges and limitations, and subsequent implications for language teachers. This consistent twin theory-practice focus is a major strength of the volume and, combined with consistent clarity of style, makes it accessible to various readerships.

Maintaining it throughout such a large and comprehensive publication is a challenge, and an impressive job has been done by the editors to ensure a consistent structure and a complementary scope of all the contributions. This has been additionally reinforced by cross-referencing between the chapters. All these strategies help to maintain high consistency within this publication despite its impressive size and scope.

Part 1 chapters with its explicit focus on CALL concepts and theories serves as a reminder that at the background of all the novel practices there is a rich theoretical context, consistently alluded to throughout the entire volume. This introductory part will be of particular value to those readers who need theoretical guidance in researching and designing CALL since, as the editors themselves acknowledge, in a field as broad and dynamic as CALL "it can be difficult to tell where it all began, where it is going and what it means" page 1.

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Even more importantly, a steady theoretical focus helps to anchor the whole volume in all its diversity to theories and frameworks which will remain fundamental despite the ephemerality of technology solutions. One could argue that, perhaps, the attention given to some branches of CALL could have better reflected their current position within the field.

For example, while six chapters are dedicated to Corpora and Data-Driven Learning, the issues of multimodality or mobile learning have been addressed in single contributions, only. Next, and even more importantly, the volume would have benefited from a more explicit focus being given to pedagogical topics such as task design for CALL or evaluation, with a closer look at badging or the use of e-portfolios.

Even though each of the chapters does offer a strong pedagogical perspective, a more explicit treatment of these aspects and, more generally, instructional design for CALL would be an additional asset. Similarly, addressing the increasingly popular issue of Open Educational Resources and Practices would have enriched the book and made it even more comprehensive.

The volume is a very comprehensive collection and a productive read for anyone interested in CALL, be it researchers, educators, or newcomers to the field. It offers a very holistic view of the current CALL field, where it came from and, importantly, in what direction it is heading in all its growing diversity. She has presented widely at international scholarly conferences. She is an author of numerous ICT-enhanced courses for teachers and teacher trainees, and several publications in the field of Computer-Assisted Language Learning.

Email: gkurka gmail. Analyse de livres. Plan 1. Overview of the book. Historical and conceptual contexts Part 1. Interactive and collaborative technologies for language learning Part III. Corpora and data-driven learning Part IV. Gaming and language learning Part V. Search all titles Search all collections.

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Edition 2nd Edition. First Published Imprint Routledge. Pages pages.