Electronic Discourse in Language Learning and Language Teaching
Editors
| Villanova University
| University of North Texas
New technologies are constantly transforming traditional notions of language use and literacy in online communication environments. While previous research has provided a foundation for understanding the use of new technologies in instructed second language environments, few studies have investigated new literacies and electronic discourse beyond the classroom setting. This volume seeks to address this gap by providing corpus-based and empirical studies of electronic discourse analyzing social and linguistic variation as well as communicative practices in chat, discussion forums, blogs, and podcasts. Several chapters also examine the assessment and integration of new literacies. This volume will serve as a valuable resource for researchers, teachers, and students interested in exploring electronic discourse and new literacies in language learning and teaching.
[Language Learning & Language Teaching, 25] 2009. x, 346 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
|
About the contributors
|
vii–x
|
|
1–8
|
|
|
|
|
|
11–42
|
|
|
43–64
|
|
|
65–84
|
|
|
Part II.
Chat
|
|
|
87–110
|
|
|
111–126
|
|
|
127–150
|
|
|
Part III.
Podcasts
|
|
|
153–168
|
|
|
169–190
|
|
|
Part IV.
Blogs
|
|
|
193–212
|
|
|
213–240
|
|
|
241–260
|
|
|
Part V.
Discussion forums
|
|
|
263–290
|
|
|
291–318
|
|
|
319–344
|
|
|
Index
|
345–346
|
“This book will be useful to SLA teachers and researchers due to the broad range of technology employed in the L2 classroom. A clear focus on promoting sociocultural competence, intercultural understanding, and learner autonomy gives credence to the positive impact that the contributors to this volume intend to foster.”
Jesse Soule Gleason, Iowa State University, in Studies in Second Language Acquisition, Vol. 33(1): 135-137.
Cited by
Cited by other publications
ARNÓ-MACIÀ, ELISABET
2012. The Role of Technology in Teaching Languages for Specific Purposes Courses.
The Modern Language Journal 96 ► pp. 89 ff. 
Chamberlin-Quinlisk, Carla
2012. TESOL and Media Education: Navigating Our Screen-Saturated Worlds.
TESOL Quarterly 46:1 ► pp. 152 ff.
García-Gómez, Antonio
2020. Learning through WhatsApp: students’ beliefs, L2 pragmatic development and interpersonal relationships.
Computer Assisted Language Learning ► pp. 1 ff.
Gedik, Nuray, Serkan Şendağ, Sacip Toker & Mustafa Caner
2017. MOBİL-YOĞUN-PODCAST DİNLEMENİN İNGİLİZCE ÖĞRETMEN ADAYLARİNİN DİNLEME, KONUŞMA VE ELEŞTİREL DÜŞÜNME BECERİLERİNE ETKİSİ.
Eğitim Teknolojisi Kuram ve Uygulama 7:2 ► pp. 94 ff.
van Compernolle, Rémi A.
2016.
In Language and Technology,
► pp. 1 ff.
van Compernolle, Rémi A.
2017.
In Language, Education and Technology,
► pp. 233 ff.
Yeung, Alexander Seeshing, Zhu Chen & Bingyi Li
2015.
In Motivation, Leadership and Curriculum Design,
► pp. 185 ff.
Şendağ, Serkan, Nuray Gedik, Mustafa Caner & Sacip Toker
2019. Mobil Destekli Dil Öğrenmede Podcast Kullanımı: Öğretici Merkezli Yoğun Dinleme ve Mobil Kapsamlı Dinleme.
Mersin Üniversitesi Eğitim Fakültesi Dergisi ► pp. 1 ff.
This list is based on CrossRef data as of 07 january 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Subjects
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching