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.

lgrsnf/Technology-Enhanced Language Learning for Specialized Domains - Practical Applications and Mobility.pdf

zlib/no-category/Elena Martin-Monje;Izaskun Elorza;Blanca Garca Riaza;/Technology-Enhanced Language Learning for Specialized Domains_28428463.pdf

Mark Pegrum; Margarita Vinagre Laranjeira; Antonio J Jiménez-Muñoz; M. Ángeles Escobar Álvarez; Miguel Fernández Álvarez; Vicente Beltrán-Palanques

Elena Martín-Monje; Izaskun Elorza; Blanca García Riaza; Routledge

Elena Martin-Monje; Izaskun Elorza; Blanca García Riaza

Izaskun Elorza; Elena Martín Monje; Blanca García Riaza

Ashgate Publishing Limited

Taylor & Francis Ltd

Gower Publishing Ltd

Routledge Research in Education, First published 2016, London, 2016

Routledge research in education, 163, London ; New York, 2016

Milton Park, Abingdon, Oxon, New York, NY, England, 2016

United Kingdom and Ireland, United Kingdom

Technology-Enhanced Language Learning for Specialized Domains- Front Cover
Technology-Enhanced Language Learning for Specialized Domains
Title Page
Copyright Page
Contents
List of figures
List of tables
Notes on contributors
Foreword
Acknowledgements
Introduction
References
PART 1: General issues about learning languages with computers
Chapter 1: Languages and literacies for digital lives
Introduction
Language-related literacies
Information-related literacies
Connection-related literacies
Redesign
Towards a mobile, critical, digitally literate future
References
Chapter 2: Promoting intercultural competence in culture and language studies: outcomes of an international collaborative project
Introduction
Rationale
Method
Results and discussion
Conclusions
Acknowledgements
References
Chapter 3: Return on investment: the future of evidence-based research on ICT-enhanced business English
The spread of ICT and EMI
Determining factors of evidence-based research on ICT-enhanced learning
Conclusion: beyond two-dimensional models for evidence-based ICT-enhanced research on ESP learning
References
Chapter 4: L2 English learning and performance through online activities: a case study
Introduction
UNED distance learning methodology
English grammar and e-learning
Task-based learning and technology
The present study
Discussion and concluding remarks
References
PART 2: Languages and technology-enhanced assessment
Chapter 5: Language testing in the digital era
Introduction
History and evolution of technology-enhanced assessment
Computer assisted language testing (CALT)
Future directions
References
Chapter 6: Synchronous computer-mediated communication in ILP research: a study based on the ESP context
Introduction
The speech act of advice
Retrospective verbal reports in ILP research
Methodology
Results
Conclusion
Acknowledgements
References
Appendix A
Chapter 7: The COdA scoring rubric: an attempt to facilitate assessment in the field of digital educational materials in higher education
Quality assessment tool (COdA): motivations
Antecedents
COdA: development
COdA: assessment
COdA: scoring rubric
Lines for future research
References
Appendix
Chapter 8: Enabling automatic, technology-enhanced assessment in language e-learning: using ontologies and linguistic annotation merge to improve accuracy
Introduction
OntoTag: an architecture and methodology for the joint annotation of (semantic) web pages
The linguistic ontologies
The experiment: development of OntoTagger
OntoTagger at work: an annotated example
Results
Conclusions
Acknowledgements
References
PART 3: Mobile-assisted language learning
Chapter 9: Challenges and opportunities
in enacting MALL designs for LSP
Introduction
LSP and mobility
Mobile tools for vocabulary learning
Designing and enacting MALL
Discussion
References
Chapter 10: Designer learning: the teacher as designer of mobile-based classroom learning experiences
Brief literature review
The study
Discussion of the research question
Issues of concern
Future directions
Acknowledgments
References
Chapter 11: Mobile and massive language learning
Mobile-assisted language learning
Language MOOCs
MALMOOCs
Notes
References
PART 4: Language massive open online courses
Chapter 12: Academic writing in MOOC environments: challenges and rewards
Introduction: ESP, EAP, and academic writing
Academic writing and MOOCs
MOOC challenges to academic writing
MOOC benefits to academic writing
Conclusion
References
Chapter 13: Language MOOCs: better by design
Introduction
Affordances of the massive online format
Challenges of the massive online format
Recommendations
References
Chapter 14: Enhancing specialized vocabulary through social learning in language MOOCs
Introduction
Technology-enhanced language learning in specialized linguistic domains
Key issues in the acquisition of specialized vocabulary
Social language learning
MOOCs as an emerging option for specialized language learning: the case of “Professional English”
Conclusion
References
PART 5: Corpus-based approaches to specialized linguistic domains
Chapter 15: Corpus-based teaching in LSP
Introduction
Phraseology-centered materials
Register-centered materials
Conclusion
Acknowledgments
References
Chapter 16: Transcription and annotation of non-native spoken corpora
Introduction
Types of non-native speech data
Transcription
Annotation
Applications
Conclusions
References
Chapter 17: Using monolingual virtual corpora in public service legal translator training
Public service interpreting and translation as a new profession and academic discipline
Corpus-based translation studies (CTS) and their application to PSIT legal translation training
Conclusion
References
PART 6: Computer-assisted translation tools for language learning
Chapter 18: Computer-assisted translation tools as tools for language learning
Introduction
Features of CAT tools
Using CAT tools in language learning
Concluding remarks
References
Chapter 19: Applying corpora-based translation studies to the classroom: languages for specific purposes acquisition
Introduction
Background
Methodology, corpus design and compilation
Data extraction and analysis
Using corpora in translation: an example
Conclusions
References
Chapter 20: VISP: a MALL-based app using audio description techniques to improve B1 EFL students’ oral competence
Introduction
MALL apps: state of the art
Audio description (AD) and its application in the foreign language (FL) classroom
An ad-based MALL app – VISP: videos for speaking
A qualitative pilot case study
Conclusions and suggestions for future research
Note
References
Afterword: technology and beyond – enhancing language learning
References
Index

2024-04-23