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Hits 81 – 100 of 119

81
CALICO at Center Stage: Our Emerging Rights and Responsibilities
In: English Publications (2005)
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82
CALL Evaluation by Developers, a Teacher, and Students
In: English Publications (2005)
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83
Incorporating multimedia capability in the reporting of applied linguistics research
Smith, Bryan (Hrsg.); Gorsuch, Greta (Hrsg.); Chun, Dorothy M. (Mitarb.)...
In: System. - Amsterdam : Elsevier 32 (2004) 4, 477-601
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84
Technology and second language learning: expanding methods and agendas
In: System. - Amsterdam : Elsevier 32 (2004) 4, 593-602
OLC Linguistik
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85
Putting Principles into Practice
In: English Publications (2004)
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86
Validation of a web-based ESL test
In: Language testing. - London : Sage 20 (2003) 4, 409-439
OLC Linguistik
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87
English language learning and technology : lectures on applied linguistics in the age of information and communication technology
Chapelle, Carol. - Amsterdam [u.a.] : Benjamins, 2003
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UB Frankfurt Linguistik
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88
English Language Learning and Technology
In: English Books (2003)
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89
The Oxford handbook of applied linguistics
Juffs, Alan (Mitarb.); Preston, Dennis R. (Mitarb.); Lantolf, James P. (Mitarb.). - New York [u.a.] : Oxford Univ. Press, 2002
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UB Frankfurt Linguistik
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90
Assessment
In: An introduction to applied linguistics. - London : Arnold [u.a.] (2002), 267-288
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91
An introduction to applied linguistics
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UB Frankfurt Linguistik
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92
Assessment
Chapelle, Carol A; Brindley, Geoff. - : New York, USA : Oxford University Press, 2002
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93
Articles - A framework for second language vocabulary assessment
In: Language testing. - London : Sage 18 (2001) 1, 1-32
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94
A framework for second language vocabulary assessment
In: Language testing. - London : Sage 18 (2001) 1, 1-32
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95
Innovative language learning: achieving the vision
In: English Publications (2001)
Abstract: The technologies demonstrated at the InSTIL and EUROCALL 2000 conferences were very inspiring. They gave participants the sense that the technologies of their wildest imaginations are at last materializing, particularly in long awaited advances in speech technologies. Some challenges, however, remain ahead as attempts are made to put these technologies to use in CALL. Past experience demonstrates for example that software designed for recognition of a proficient speaker’s language is different than that required for learner language. It is also evident that while language use may be critical for language acquisition, language use does not necessarily indicate language acquisition. These points were made by Marty, who was working with speech software for French teaching a few years before the current excitement: .[W]e should keep in mind that the present research and development is aimed only at producing speech easily understandable by natives (e.g., English for native speakers of English) and that the potential markets are industrial (e.g., replacing visual indicators or visual alarms with audio warnings) and in home products (especially toys). Until our needs for improved FL instruction are better understood, it is not likely that those devices will have the voice quality we need. (Marty, 1981:52). If Marty had attended the InSTIL and EUROCALL conferences in 2000, no doubt he would have been very, very impressed. Even though plenty of work remains, we do seem to have very good voice quality in speech synthesis. The question today is how can we best use these emerging technologies, and so Marty’s suggestion that we must better understand our needs in foreign language teaching remains very relevant. What are the needs for foreign language teaching in the 21st century? The papers at EUROCALL 2000 as well as other work in technology, business, and language teaching suggest that we should be prepared for change in the coming years, but what kind of change? The turn of the century seems an appropriate time to examine some of the speculation on the future of language teaching in general, as well as how technology fits into that future. This paper considers these general questions, and then suggests ways in which links might be made between work in second language acquisition (SLA) and CALL in order to put technologies to use for L2 teaching.
Keyword: and Multicultural Education; and Research; Bilingual; Curriculum and Instruction; Educational Assessment; Educational Methods; Evaluation; Multilingual
URL: https://lib.dr.iastate.edu/engl_pubs/53
https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=1049&context=engl_pubs
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96
Methodilogical Issues in Research on Learner-Computer Interactions in CALL
In: English Publications (2000)
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97
BOOK NOTICES - Language learning through social computing: Occasional papers of the Applied Linguistics Association of Australia, 16
In: Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press 21 (1999) 3, 502
OLC Linguistik
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98
Book reviews - Language testing in practice
In: Language testing. - London : Sage 16 (1999) 1, 113-120
OLC Linguistik
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99
Language assessment
In: Annual review of applied linguistics. - Cambridge, Mass. [u.a.] : Univ. Press 19 (1999), 235-299
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100
Research Questions for a CALL Research Agenda: A Reply to Rafael Salaberry
In: English Publications (1999)
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