| 2 |
Исчезновение временной формы претерита в немецкой интернет-коммуникации и в немецких диалектах
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
The CoMeRe corpus for French: structuring and annotating heterogeneous CMC genres
|
|
|
|
In: ISSN: 0175-1336 ; Journal for language technology and computational linguistics ; https://halshs.archives-ouvertes.fr/halshs-00953507 ; Journal for language technology and computational linguistics, GSCL (Gesellschaft für Sprachtechnologie und Computerlinguistik) 2014, 29 (2), pp.1-30 ; http://www.jlcl.org/2014_Heft2/Heft2-2014.pdf (2014)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Distance exchange projects at primary school: a focus on a co-learning process
|
|
|
|
In: The 16th International Conference on Human-Computer Interaction ; https://hal.archives-ouvertes.fr/hal-01010623 ; The 16th International Conference on Human-Computer Interaction, 2014, Crete, Greece. pp.380-387 (2014)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
For a fistful of blogs: Discovery and comparative benchmarking of republishable German content
|
|
|
|
In: KONVENS 2014, NLP4CMC workshop ; https://hal.archives-ouvertes.fr/hal-01083750 ; KONVENS 2014, NLP4CMC workshop, Oct 2014, Hildesheim, Germany. pp.2-10 ; http://www.uni-hildesheim.de/konvens2014/ (2014)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
From theory to practice : a 3 year longitudinal study of students' representations of a task-based blended learning programme
|
|
|
|
In: EUROCALL 2014 ; https://halshs.archives-ouvertes.fr/halshs-01470834 ; EUROCALL 2014, University of Groningen, Aug 2014, Groningen, Netherlands ; http://www.eurocall2014.nl/ (2014)
|
|
Abstract:
International audience ; This paper is based on a large-scale research project concerning a task-based blended language learning programme for Business English undergraduate students in a university in France. The programme combines two hours of face-to-face teaching with 2-3 hours of autonomous group work and asynchronous computer-mediated communication. The design of the programme was grounded in a socio-constructivist and cognitivist approach to language learning and based on a number of guiding TBLT principles. Accordingly, the programme proposes complex social tasks which foster student interaction and collaboration and a shift from traditional teacher-directed instruction to autonomous student-centred learning.After briefly outlining the theoretical underpinnings of the programme, this paper presents and discusses the results of a three year evaluation examining how these principles translated into practice for the students. User acceptance and adoption of the programme were deemed critical to its successful implementation. Our study, therefore, investigated students' representations relating to the underlying principles and assumptions of the blended language learning programme including the role of the teacher, second language acquisition, the role of technology in language learning, autonomy and group work. It is held that these representations will greatly impact students' actions and behaviour, and consequently their use of the blended learning system. Since representations can evolve over time, we conducted a longitudinal study following students from their first year of study and engagement in the programme in 2010 to their third and final year in the programme in 2012 in order to understand how attitudes to these factors evolved.
|
|
Keyword:
[SHS]Humanities and Social Sciences; Blended learning; Computer mediated communication; Student perceptions; Task-based language learning
|
|
URL: https://halshs.archives-ouvertes.fr/halshs-01470834
|
|
BASE
|
|
Hide details
|
|
|
| 7 |
Student-student versus instructor-student in online interactions: a study of second language performance and social presence of Saudi University english as foreign language learners
|
|
Alamir, Ali Hussein. - : Monash University. Faculty of Arts. Languages, Literatures, Cultures and Linguistics (LLCL), 2014
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Writing for the (Virtual) Other: Bakhtin and the Pragmatics of Writing in the Foreign Language Classroom ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Media and the contact hypothesis: an experimental study on the impact of parasocial contact
|
|
|
|
In: 83 ; Hamburger Forschungsberichte zur Sozialpsychologie (HaFoS) ; 29 (2014)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
When politicians talk: assessing online conversational practices of political parties on Twitter
|
|
|
|
In: Proceedings of the 8th International AAAI Conference on Weblogs and Social Media ; 285-294 ; International AAAI Conference on Weblogs and Social Media (ICWSM-14) ; 8 (2014)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Der Fall unibrennt: Mobilisierung, Kommunikationsverhalten und kollektive Verständigung von Protest- und Kampagnengemeinschaften heute
|
|
|
|
In: SWS-Rundschau ; 52 ; 3 ; 227-248 ; Neue soziale Bewegungen heute (2014)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Digital News Stories: Building Language Learners' Content Knowledge and Speaking Skills
|
|
|
|
In: Languages, Literatures, and Cultures Scholarship (2014)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Computer-mediated discourse of L2 players in online gaming environments
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
La negociación de procesos de escritura a través de la video-comunicación
|
|
|
|
In: Quaderns de Filologia - Estudis Lingüístics; Vol. 16 (2011): LA COMUNICACIÓN ESCRITA EN EL SIGLO XXI; 81-103 ; 2444-1449 ; 1135-416X (2014)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
#GrammarNazi : the interplay of politeness and language ideologies in internet forums
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
A Critical Case Study on a Computer-mediated Multiliteracies Program: Three Different Tales of Students’ Learning Participation in an EFL Classroom
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Investigating Blawgs through corpus linguistics : issues of generic integrity
|
|
G. Garzone. - : Peter Lang, 2014. : place:Bern, 2014
|
|
BASE
|
|
Show details
|
|
|
| 18 |
From first life to second life: Evaluating task-based language learning in a new environment
|
|
Jee, Min Jung. - : Association for Media and Technology in Education in Canada (A M T E C), 2014
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Blogging and Emergent L2 Literacy Development in an Urban Elementary School: A Functional Perspective
|
|
|
|
In: Meg Gebhard (2014)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Un modelo teórico-metodológico para investigación empírica en feedback correctivo escrito en una segunda lengua
|
|
|
|
In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 30, 2014 (2014)
|
|
BASE
|
|
Show details
|
|
|
|
|
