Computer-Assisted Language Learning, (4 Volume Set)

Serious work using computers to support language teaching and learning began in the 1960s, but it was not until the beginning of the 1980s when microcomputers began to proliferate that groups of practitioners began forming professional groups and a formal identification of the field occurred. Although the early promise of computer-assisted language learning (or ‘CALL’), to revolutionize second-language learning has not been met, the past quarter century has seen a fascinating range of growth. This is not only because of lessons learned from research and practice, but also due to the rapid and continuing shifts in the technology itself.

Nominally a branch of applied linguistics, 'CALL' is truly interdisciplinary, drawing its core concepts not only from linguistics, but also from computer science, speech engineering, psychology, sociology, second-language acquisition, and general education.

This new four-volume title from Routledge will allow 'CALL' practitioners, researchers, and students to easily access the best and most influential foundational and cutting-edge scholarship. The is also a comprehensive introduction to critical concepts in 'CALL' for applied linguists and language educators interested in the growing role of technology in second-language acquisition.

Volume I : Foundations of CALL

Part 1 : CALL Theory, Frameworks, and Conceptualizations
Chapter 1 : Introduction : The Metaphor’, Language, Learners, and Computers
Chapter 2 : A Tutor-Tool Framework’, Computer-Assisted Language Learning : Context and Conceptualization
Chapter 3 : Computers and Language Learning : An Overview’, Language Teaching, 31, 1998
Chapter 4 : Where do Research and Practice Meet? Developing a Discipline’
Chapter 5 : CALL : Past, Present and Future’, System
Chapter 6 : The Potential of Technology for Language Learning’, English Language Learning and Technology

Part 2 : Early CALL Projects
Chapter 7 : Macurio, Montevidisco, and Interactive Digame : Developing Interactive Video for Language Instruction
Chapter 8 : The Athena Language Learning Project : Design Issues for the Next Generation of Computer-Based Language Learning Tools

Part 3 : CALL Research Trends and Issues
Chapter 9 : The Effectiveness Research on CAI and CALL
Chapter 10 : CALL in the Year 2000 : Still in Search of Research Paradigms?’, Language Learning & Technology
Chapter 11 : New Technologies and Language Learning : A Suitable Subject for Research?
Chapter 12 : CALL and the Classroom : The Case for Comparative Research
Chapter 13 : Scope, Goals and Methods in CALL Research : Questions of Coherence and Autonomy

Part 4 : CALL Design and Evaluation
Chapter 14 : Elements of CALL Methodology : Development, Evaluation and Implementation
Chapter 15 : Design Principles and Guidelines for Authoring Hypermedia Language Learning Applications
Chapter 16 : Beyond the "Wow" Factor : Evaluating Multimedia Language Learning Software from a Pedagogical Viewpoint
Chapter 17 : Computer Assisted Language Learning’, Computer Applications for Second Language Acquisition : Foundations for Teaching, Testing, and Research
Chapter 18 : A Defense of Checklists for Courseware Evaluation

Volume II : CALL and Language Skills

Part 5 : Listening, Speaking, and Pronunciation
Chapter 19 : A Model for Listening and Viewing Comprehension in Multimedia Environments’, Language Learning & Technology
Chapter 20 : The Effects of Listeners’ Control of Speech Rate on Second Language Comprehension’, Applied Linguistics
Chapter 21 : Supporting Listening Comprehension and Vocabulary Acquisition with Multimedia Applications : The Students’ Voice’, CALICO Journal
Chapter 22 : Did CALL Feedback Feed Back? Researching Learners’ Use of Feedback
Chapter 23 : Effects of Multimedia Courseware Subtitling on the Speaking Performance of College Students of French’, The Modern Language Journal
Chapter 24 : Computer Aided Pronunciation Pedagogy : Promise, Limitations, Directions’, Computer Assisted Language Learning
Chapter 25 : The Pedagogy–Technology Interface in Computer-Assisted Pronunciation Training’, Computer Assisted Language Learning
Chapter 26 : Signal Analysis Software for Teaching Discourse Intonation’, Language Learning & Technology

Part 6 : Reading and Writing
Chapter 27 : Effective Feedback Strategies in CALL : Learning Theory and Empirical Research
Chapter 28 : A Principled Consideration of Computers and Reading in a Second Language
Chapter 29 : Supporting Visual and Verbal Learning Preferences in a Second-Language Multimedia Learning Environment Journal of Educational Psychology
Chapter 30 : L2 Literacy and the Design of the Self : A Case Study of a Teenager Writing on the Internet
Chapter 31 : Electronic Media in Second Language Writing : An Overview of Tools and Research Findings

Part 7 : Grammar, Vocabulary, and Data-Driven Learning
Chapter 32 : Strong and Weak Students’ Preferences for Error Feedback Options and Responses’, The Modern Language Journal
Chapter 33 : Cognitive Principles and CALL Grammar Instruction : A Mind-Centered, Input Approach
Chapter 34 : Effects of Multimedia Annotations on Vocabulary Acquisition’
Chapter 35 : What Lexical Information Do L2 Learners Select in a CALL Dictionary and How Does it Affect Word Retention?’, Language Learning & Technology
Chapter 36 : From Printout to Handout : Grammar and Vocabulary Teaching in the Context of Data-Driven Learning
Chapter 37 : Integrating Corpus Consultation in Language Studies’, Language Learning & Technology

Volume III : Computer-Mediated Communication for Language Learning

Part 8 : CMC Foundations and Conceptualizations
Chapter 38 : Computer Mediated Communication’, CALL Dimensions : Options and Issues in Computer-Assisted Language Learning
Chapter 39 : A Theoretical Foundation for the Development of Pedagogical Tasks in Computer Mediated Communication
Chapter 40 : Computer-Mediated Negotiated Interaction : An Expanded Model’, The Modern Language Journal
Chapter 41 : Computer-Mediated Collaborative Learning : Theory and Practice’, The Modern Language Journal

Part 9 : Synchronous CMC
Chapter 42 : Using Computer Networking to Facilitate the Acquisition of Interactive Competence
Chapter 43 : Comparing Face-to-Face and Electronic Discussion in the Second Language Classroom’, CALICO Journal
Chapter 44 : Restructuring Classroom Interaction with Networked Computers : Effects on Quantity and Characteristics of Language Production’, The Modern Language Journal
Chapter 45 : Computer Mediated Communication : A Window on L2 Spanish Interlanguage
Chapter 46 : Negotiation in Cyberspace : The Role of Chatting in the Development of Grammatical Competence in the Virtual Foreign Language Classroom
Chapter 47 : Interactional Factors of Synchronous CMC in the Intermediate L2 Class : A Sociocultural Case Study’, CALICO Journal
Chapter 48 : Developing L2 Oral Proficiency Through Synchronous CMC : Output, Working Memory, and Interlanguage Development
Chapter 49 : Using Native Speakers in Chat’, Language Learning & Technology
Chapter 50 : Language Learner Behavior in a Virtual Environment’, Computer Assisted Language Learning

Part 10 : Asynchronous and Mixed CMC
Chapter 51 : Institutional and Individual Dimensions of Transatlantic Group Work in Network-Based Language Teaching
Chapter 52 : The Incidental Development of L2 Proficiency in NS–NNS Email Interactions’, CALICO Journal
Chapter 53 : The Effect of Synchronous and Asynchronous CMC on Oral Performance in German’, The Modern Language Journal
Chapter 54 : Artifacts and Cultures-of-Use in Intercultural Communication’, Language Learning & Technology

Volume IV : Present Trends and Future Directions in CALL

Part 11 : Online Learning
Chapter 55 : Exploiting the Web for Language Teaching : Selected Approaches
Chapter 56 : Optimal Psycholinguistic Environments for Distance Foreign Language Learning’, Language Learning & Technology
Chapter 57 : Crossing Frontiers : New Directions in Online Pedagogy and Research’, Annual Review of Applied Linguistics
Chapter 58 : Towards an Effective Use of Audioconferencing in Distance Learning Courses’, Language Learning & Technology
Chapter 59 : Towards a Learner-Based Theory of Distance Language Learning : The Concept of the Learner-Context Interface

Part 12 : Assessment
Chapter 60 : Computers in Language Testing : Present Research and Some Future Directions’, Language Learning & Technology
Chapter 61 : What is the CALT Difference?’, Assessing Language through Computer Technology

Part 13 : Learner Training and Autonomy
Chapter 62 : Learner Training for Effective Use of CALL
Chapter 63 : CALL and the Development of Learner Autonomy : Towards an Activity–Theoretical Perspective

Part 14 : Teacher Education
Chapter 64 : Trena M : Paulus, and Yoko Nakamichi, ‘The Impact of CALL Instruction on Classroom Computer Use : A Foundation for Rethinking Technology in Teacher Education’, Language Learning and Technology
Chapter 65 : Future Foreign Language Teachers’ Social and Cognitive Collaboration in an Online Environment’, Language Learning and Technology
Chapter 66 : The Scope of CALL Education

Part 15 : Intelligent CALL
Chapter 67 : Intelligent Computer Feedback for Second Language Instruction’, The Modern Language Journal
Chapter 68 : More Intelligent CALL
Chapter 69 : Learner Control and Error Correction in ICALL : Browsers, Peekers, and Adamants
Chapter 70 : The Past and the Future’, Errors and Intelligence in Computer-Assisted Language Learning : Parsers and Pedagogues

Part 16 : Future Directions
Chapter 71 : Virtual Worlds as Arenas for Language Learning’, in U : Felix (ed.), Language Learning Online : Towards Best Practice
Chapter 72 : Using Mobile Phones in Education’
Chapter 73 : Evolutionary Trajectories, Internet-Mediated Expression, and Language Education
Chapter 74 : Afterword : The Future is Now