Cover

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Frontmatter

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Contents

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p. vii

List of Illustrations

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p. ix

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Foreword

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pp. xi-xii

In the twenty-first century, technology is a part of nearly every aspect of life, and this is true of the field of second language learning and teaching. For several decades technically savvy teachers have been using technology with their language students, and research has been conducted on the effectiveness of using technology for language education. ...

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Preface

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pp. xiii-xv

No language instructor, professor, applied linguist, graduate student, or department chair would deny the importance of using new technologies to enhance the learning environment—and the subject area of foreign languages is no exception. But the rapidly changing parameters of the technological field have made the first-time entry into using technology...

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1. SLA, Language Teaching, and Technology: An Overview

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pp. 1-24

Why should any foreign-language educator or student in the process of learning a second language (L2) have any interest in technology given that L2 learning is such a social, if not face-to-face, process? The answer lies in looking closely at the facts of second language acquisition (SLA) and the resources at hand ...

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2. Web Pages in Service of L2 Learning

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pp. 25-48

The growth of the World Wide Web (WWW, or more simply, the web) in recent years has been nothing short of staggering: from 2002 to 2005 the number of Internet users has increased by 183 percent (Internet World Stats, 2006). More important for American educational circles, a recent survey by the Pew Foundation reports...

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3. CALL and Its Evaluation

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pp. 49-69

As discussed in chapter 2, the impact of the Internet is the central focus of CALL because of its prominent role in today’s FL classroom and in the lives of the students. However, the first applications of computer technology in the field of FL teaching were implemented in the 1960s on mainframe computers within a Skinnerian behaviorist framework...

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4. Computer Mediated Communication (CMC)

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pp. 70-101

From the brief survey of SLA theories presented in chapter 1, it should be clear that best practices in FL teaching need to be firmly grounded in interactionist notions of one flavor or another: for example, the proximal zone of development, negotiation of meaning, FonF, task-based learning, project-based learning, or pair collaboration. ...

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5. Distance Learning for Languages: Does It Measure Up?

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pp. 102-129

“Do you use technology in your foreign language classroom?” Few language teachers would dare to answer “no” to this leading question for fear of being classified as outdated or out of touch with best practices. Not surprising, most teachers routinely employ web pages to distribute syllabi assignments, cultural materials, webquests, and even lecture notes created in PowerPoint...

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6. Putting It All Together

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pp. 130-145

With the publication of Brave New Schools, Cummins and Sayers (1995) challenged the language-teaching profession to radically rethink, if not transform, the FL curriculum using global learning networks along the lines of Freinet’s (1994) classic dialogic approach. Throughout this book on technology and language teaching, I have either explicitly...

Appendix to Chapter 5

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pp. 147-149

Glossary

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pp. 151-153

References

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pp. 155-171

Index

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pp. 173-189