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 Learner Autonomy and CALL Environments by Schwienhorst, Klaus |
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Brief Description Brings together two prominent strands in second language acquisition theory and research: the concept of learner autonomy and computer-assisted language learning (CALL). This book offers researchers a starting point into researching learner autonomy in CALL contexts. |
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Synopsis The book describes, in theory and through the presentation of empirical research, how we can develop learner autonomy and work towards reflective and communicative learners that are not afraid to experiment with language and language learning in CALL environments. |
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Table of Contents ACKNOWLEDGEMENTS Introduction 1. Learner Autonomy 1.1 Learner autonomy -- A definition 1.1.1 Learner autonomy and reflection 1.1.2 Learner autonomy and interaction 1.1.3 Learner autonomy and experimentation 1.2 The role of the teacher in learner autonomy 1.3 Implementing learner autonomy -- Tandem learning 1.4 From CALL tools to the notion of learning environments 1.5 Summary 2. Towards Integrated CALL Environments for Learner Autonomy-- The MOO 2.1 Virtual environments 2.1.1 Towards CALL environments that support reflection 2.1.2 Towards CALL environments that support interaction 2.1.3 Towards CALL environments that support experimentation 2.1.4 CALL environments and the role of the teacher 2.2 The MOO as a text-based virtual environment 2.2.1 Reflection in the MOO 2.2.2 Interaction in the MOO 2.2.3 Experimentation in the MOO 2.2.4 Teaching in and researching MOOs 2.3 The MOO and second language acquisition 3. The Dublin/ Bonn-Rhein-Sieg MOO Project 3.1 The MOO-project-- Research methodology 3.1.1 Context 3.1.2 Participants 3.1.3 Data collection 3.2 Multiple sources of evidence for reflection 3.2.1 MOO discourse as spoken or written communication 3.2.2 Ability to monitor and evaluate MOO discourse 3.2.3 Self-correction and awareness 3.2.4 Attention to correction and feedback 3.2.5 Metalinguistic/metacognitive awareness and the use of diaries 3.2.6 Summary analysis of data on reflection 3.3 Multiple sources of evidence for interaction 3.3.1 Topic negotiation 3.3.2 Error correction and encouragement 3.3.3 Repair strategies 3.3.4 Input modifications 3.3.5 Bilingualism 3.3.6 Summary analysis of data on interaction 3.4 Multiple sources of evidence for experimentation 3.4.1 Object creation 3.4.2 MOO identity 3.4.3 Indexicality 3.4.4 Control and freedom 3.4.5 Summary analysis of data on experimentation 4. Where we go From Here 4.1 Learner autonomy and reflection 4.1.1 Reflection in the MOO 4.1.2 Reflection beyond the MOO -- Filling the gaps 4.2 Learner autonomy and interaction 4.2.1 Interaction in the MOO 4.2.2 Interaction beyond the MOO -- Filling the gaps 4.3 Learner autonomy and experimentation 4.3.1 Experimentation in the MOO 4.3.2 Experimentation beyond the MOO -- Filling the gaps 4.4 Learner autonomy and the role of the teacher 4.4.1 The role of the teacher in the MOO 4.4.2 The role of the teacher beyond the MOO -- Filling the gaps 4.5 Technology rules? Learning environments, pedagogy, and the language learner References Appendix A -- Sample MOO transcripts A.1 [IRL29] and [GER22] ("You") A.2 [IRL16] ("You") and [GER11] Appendix B -- Tandem booklets Appendix C -- Tandem questionnaire Appendix D -- Interview questions Appendix E -- Sample screen shots Index |
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Related Links - Countrybookshop Bestselling Authors in Usage Guides Bryson, Bill Truss, Lynne King, Graham Trask, R.L. Cutts, Martin Jarvie, Gordon Burchfield, R.W. Doniach, N.S. Danesi, Marcel |
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