Computer-Assisted Language Learning: Context and Conceptualization

By Michael Levy | Go to book overview

Acknowledgements
In my work over the last twelve years, I have been fortunate to be able to discuss aspects of CALL with a variety of people, especially in the United Kingdom, North America, and Australia.In particular, I would like to thank Andrew Lian Having. a profound understanding of the processes of language teaching and learning, and a firm grasp of the strengths and limitations of technology, Andrew Lian has been able to provide expert advice and comment on many occasions.I am also grateful for the help and encouragement of my colleagues at the Centre for Language Teaching and Research at the University of Queensland, especially Michael Harrington and Roland Sussex, the Director of the Centre. For the survey component of this work, thanks are also due to the CALL practitioners who agreed to lengthy interviews, and who gave generously of their time and expertise. These individuals include Carol Chapelle, Graham Davies, David Eastment, John Higgins, Tim Johns, Glyn Jones, Frank Otto, and John Underwood. I would like to record my thanks to the 104 CALL practitioners who generously took the time to complete the detailed CALL Survey described in Chapter 5 of the book. Without their assistance this work would not have been possible.Finally, I would like to acknowledge my debt to all those who read and commented on early drafts of the manuscript. They include Mary-Louise Craven, Graham Davies, James Garton, Alison Green, Stephen Heap, and Peter White. Jiansheng Chen also deserves my thanks for helping with the references. Of course if any errors remain, they are my sole responsibility.Acknowledgements are made to the following people and publishers from whose texts the extracts below have been taken:
Dix, A., J. Finlay, G. Abowd, and Beale, R. "Time/space matrix", Figure 13.1 in Human-Computer Interaction, published by Prentice Hall in 1993.
Ahmad, K., Corbett, G., Rodgers, M., and Sussex, R., "A model of the three main factors in CALL (learner, language, computer)",

-xiv-

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Computer-Assisted Language Learning: Context and Conceptualization
Table of contents

Table of contents

  • Title Page iii
  • Contents vii
  • List of Illustrations viii
  • Preface xi
  • Acknowledgements xiv
  • 1. Introduction 1
  • Notes 11
  • 2. Call in Context I: A Historical Perspective 13
  • Notes 44
  • 3. Call in Context Ii: An Interdisciplinary Perspective 47
  • Notes 74
  • 4. Conceptualization I: the Call Literature 76
  • Notes 116
  • 5. Conceptualization Ii: the Call Survey 118
  • Notes 150
  • 6. Emerging Themes and Patterns of Development 151
  • 7. a Tutor-Tool Framework 178
  • Notes 214
  • 8. on the Nature of Call 215
  • Notes 232
  • Appendix A: The CALL Survey 233
  • Appendix B: The design of the CALL Survey 246
  • Appendix C: Miscellaneous charts 248
  • Appendix D: Resources on the Internet 250
  • References 257
  • Author index 289
  • Subject Index 293
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