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The effect of developmentally moderated focus on form instruction in Indonesian kindergarten children learning English as a foreign language
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A case study on the acquisition of plurality in a bilingual Malay-English context-bound child
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How recorded audio-visual feedback can improve academic language support
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Early lexical and grammatical development of English in Indonesian kindergarten children
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“She has many. cat?” : on-line processing of L2 morphophonology by Mandarin learners of English
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Designing HTML5 LexiFunII : Japanese learning can be fun for all
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7 |
Bilingual development of Malay and English : the case of plural marking
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Subject realisation in Italian L2 : a cross-sectional study of production data
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11 |
Connecting CALL and second language development : e-tandem learning of Japanese
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Abstract:
The type of CALL activity chosen in this chapter is electronic tandem (e-tandem for short, Cziko 2004), an activity in which participants engage in tele-collaboration (Ware & Cañado 2007) via text-based Synchronous Computer Mediated Communication (SCMC). In L2 e-tandem learning, a group of L2 students engages in a learning interaction with another group of students who are native speakers of that language. These, in turn, are also learners of a second language, which is the native language of the first group. So, each group is, alter natively, learning from, or teaching the other group (cf. Lewis & Walker 2003 for detailed explanations of tandem language learning). In recent years, research on e-tandem has grown in the field of SLA. Studies on e-tandem learning show how learners can use negotiation opportunities qualitatively and quantitatively when communication problems occur (Iwasaki & Oliver 2003; Sotillo 2005; Lee 2006; Ware & O’Dowd 2008; Bower & Kawaguchi 2011). Other CALL-related studies deal with technological design, students’ evaluation or perception and cultural issues. So far few studies on e-tandem have examined the effectiveness of CALL activities on L2 development (e.g., Bower & Kawaguchi 2011; Iwasaki & Oliver 2003). For learners, teachers and researchers it is important to be aware of language development when experimenting and practicing CALL in order to make it more meaningful.
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Keyword:
200401 - Applied Linguistics and Educational Linguistics; 200408 - Linguistic Structures (incl. Grammar; 930101 - Learner and Learning Achievement; computer-assisted instruction; Japanese language; language and languages; Lexicon; online social networks; Phonology; Semantics); study and teaching
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URL: http://handle.uws.edu.au:8081/1959.7/uws:31959 http://www.eurosla.org/monographs/EM03/11CALL.pdf
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Argument structure and lexicon : cross-linguistic studies in English L2 and Japanese L2
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Imparare a interrogare in una seconda lingua : ipotesi per l’italiano e l’inglese
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Acquiring procedural skills in L2 : Processability theory and skill acquisition
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Beyond canonical order : the acquisition of marked word orders in Italian as a second language
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The transition from nominal to pronominal person reference in the early language of a Mandarin-English bilingual child
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