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E-grāmata: Technology-Enhanced Language Learning for Specialized Domains: Practical applications and mobility [Taylor & Francis e-book]

Edited by , Edited by , Edited by (Universidad Nacional de Educación a Distancia, Spain)
  • Formāts: 308 pages, 7 Tables, black and white; 6 Line drawings, black and white; 6 Halftones, black and white; 18 Illustrations, black and white
  • Sērija : Routledge Research in Education
  • Izdošanas datums: 22-Mar-2016
  • Izdevniecība: Routledge
  • ISBN-13: 9781315651729
  • Taylor & Francis e-book
  • Cena: 160,08 €*
  • * this price gives unlimited concurrent access for unlimited time
  • Standarta cena: 228,69 €
  • Ietaupiet 30%
  • Formāts: 308 pages, 7 Tables, black and white; 6 Line drawings, black and white; 6 Halftones, black and white; 18 Illustrations, black and white
  • Sērija : Routledge Research in Education
  • Izdošanas datums: 22-Mar-2016
  • Izdevniecība: Routledge
  • ISBN-13: 9781315651729
Technology-Enhanced Language Learning for Specialized Domains provides an exploration of the latest developments in technology-enhanced learning and the processing of languages for specific purposes. It combines theoretical and applied research from an interdisciplinary angle, covering general issues related to learning languages with computers, assessment, mobile-assisted language learning, the new language massive open online courses, corpus-based research and computer-assisted aspects of translation.

The chapters in this collection include contributions from a number of international experts in the field with a wide range of experience in the use of technologies to enhance the language learning process. The essays have been brought together precisely in recognition of the demand for this kind of specialised tuition, offering state-of-the-art technological and methodological innovation and practical applications. The topics covered revolve around the practical consequences of the current possibilites of mobility for both learners and teachers, as well as the applicability of updated technological advances to language learning and teaching, particularly in specialized domains. This is achieved through the description and discussion of practical examples of those applications in a variety of educational contexts. At the beginning of each thematic section, readers will find an introductory chapter which contextualises the topic and links the different examples discussed.

Drawing together rich primary research and empirical studies related to specialized tuition and the processing of languages, Technology-Enhanced Language Learning for Specialized Domains will be an invaluable resource for academics, researchers and postgraduate students in the fields of education, computer assisted language learning, languages and linguistics, and language teaching.
List of figures
x
List of tables
xi
Notes on contributors xii
Foreword xvii
Jozef Colpaert
Acknowledgements xxi
Introduction 1(6)
Izaskun Elorza
Blanca Garcia Riaza
Elena Martin-Monje
PART 1 General issues about learning languages with computers
7(52)
1 Languages and literacies for digital lives
9(14)
Mark Pegrum
2 Promoting intercultural competence in culture and language studies: outcomes of an international collaborative project
23(12)
Margarita Vinagre
3 Return on investment: the future of evidence-based research on ICT-enhanced business English
35(12)
Antonio J. Jimenez-Munoz
4 L2 English learning and performance through online activities: a case study
47(12)
M. Angeles Escobar
PART 2 Languages and technology-enhanced assessment
59(68)
5 Language testing in the digital era
61(12)
Miguel Fernandez Alvarez
6 Synchronous computer-mediated communication in ILP research: a study based on the ESP context
73(13)
Vicente Beltran-Palanques
7 The COdA scoring rubric: an attempt to facilitate assessment in the field of digital educational materials in higher education
86(16)
Elena Dominguez Romero
Isabel De Armas Ranero
Ana Fernandez-Pampillon Cesteros
8 Enabling automatic, technology-enhanced assessment in language e-learning: using ontologies and linguistic annotation merge to improve accuracy
102(25)
Antonio Pareja-Lora
PART 3 Mobile-assisted language learning
127(36)
9 Challenges and opportunities in enacting MALL designs for LSP
129(11)
Joshua Underwood
10 Designer learning: the teacher as designer of mobile-based classroom learning experiences
140(11)
Nicky Hockly
11 Mobile and massive language learning
151(12)
Timothy Read
Elena Barcena
Agnes Kukulska-Hulme
PART 4 Language massive open online courses
163(38)
12 Academic writing in MOOC environments: challenges and rewards
165(12)
Maggie Sokolik
13 Language MOOCs: better by design
177(12)
Fernando Rubio
Carolin Fuchs
Edward Dixon
14 Enhancing specialized vocabulary through social learning in language MOOCs
189(12)
Elena Martin-Monje
Patricia Ventura
PART 5 Corpus-based approaches to specialized linguistic domains
201(40)
15 Corpus-based teaching in LSP
203(13)
Tony Berber Sardinha
16 Transcription and annotation of non-native spoken corpora
216(12)
Mario Carranza Diez
17 Using monolingual virtual corpora in public service legal translator training
228(13)
Maria Del Mar Sanchez Ramos
Francisco J. Vigier Moreno
PART 6 Computer-assisted translation tools for language learning
241(36)
18 Computer-assisted translation tools as tools for language learning
243(12)
Maria Fernandez-Parra
19 Applying corpora-based translation studies to the classroom: languages for specific purposes acquisition
255(11)
Montserrat Bermudez Bausela
20 VISP: a MALL-based app using audio description techniques to improve B1 EFL students' oral competence
266(11)
Ana Ibanez Moreno
Anna Vermeulen
Afterword: technology and beyond -- enhancing language learning 277(5)
Index 282
Elena Martķn-Monje is Lecturer at UNED (Universidad Nacional de Educacion a Distancia), Spain, where she teaches in the areas of English for Specific Purposes and Computer-Assisted Language Learning, also her fields of research.



Izaskun Elorza is Associate Professor in English Language and Linguistics, University of Salamanca, Spain, where she is involved in teaching and researching in the areas of English language, grammar and corpus linguistics. In the area of ICTs applications to language teaching and learning, she is particularly interested in corpus-based language modelling.



Blanca Garcķa Riaza is Lecturer at the School of Education and Tourism, University of Salamanca, Spain, where she teaches in the areas of English for Specific Purposes, Oral Communication and ICTs. Her research interests focus on corpus-based discourse analysis and mobile learning.