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Technology-mediated TBLT : researching technology and tasks

Technology-mediated TBLT : researching technology and tasks

Material type
단행본
Personal Author
González-Lloret, Marta. Ortega, Lourdes.
Title Statement
Technology-mediated TBLT : researching technology and tasks / Edited by Marta Gónzalez-Lloret, University of Hawai'i at Man̄oa ; Lourdes Ortega, Georgetown University.
Publication, Distribution, etc
Amsterdam ;   Philadelphia :   John Benjamins Publishing Company,   c2014.  
Physical Medium
vi, 336 p. : ill. (chiefly col.) ; 24 cm.
Series Statement
Task-Based Language Teaching: issues, research and practice (TBLT) ;volume 6
ISBN
9789027207272 (hb : alk. paper) 9789027207289 (pb : alk. paper) 9789027270191 (eb)
Bibliography, Etc. Note
Includes bibliographical references and index.
Subject Added Entry-Topical Term
Language and languages --Computer-assisted instruction. Language and languages --Study and teaching --Methodology. Task analysis in education.
000 00000cam u2200205 a 4500
001 000046001983
005 20191017135726
008 191011s2014 ne a b 001 0 eng d
010 ▼a 2014010413
020 ▼a 9789027207272 (hb : alk. paper)
020 ▼a 9789027207289 (pb : alk. paper)
020 ▼a 9789027270191 (eb)
035 ▼a (KERIS)REF000017394935
040 ▼a DLC ▼b eng ▼e rda ▼c DLC ▼d DLC ▼d 211009
050 0 0 ▼a P53.28 ▼b .T444 2014
082 0 0 ▼a 418.0078/5 ▼2 23
084 ▼a 418.00785 ▼2 DDCK
090 ▼a 418.00785 ▼b T255
245 0 0 ▼a Technology-mediated TBLT : ▼b researching technology and tasks / ▼c Edited by Marta Gónzalez-Lloret, University of Hawai'i at Man̄oa ; Lourdes Ortega, Georgetown University.
260 ▼a Amsterdam ; ▼a Philadelphia : ▼b John Benjamins Publishing Company, ▼c c2014.
300 ▼a vi, 336 p. : ▼b ill. (chiefly col.) ; ▼c 24 cm.
490 1 ▼a Task-Based Language Teaching: issues, research and practice (TBLT) ; ▼v volume 6
504 ▼a Includes bibliographical references and index.
650 0 ▼a Language and languages ▼x Computer-assisted instruction.
650 0 ▼a Language and languages ▼x Study and teaching ▼x Methodology.
650 0 ▼a Task analysis in education.
700 1 ▼a González-Lloret, Marta.
700 1 ▼a Ortega, Lourdes.
830 0 ▼a Task-Based Language Teaching: issues, research and practice (TBLT) ; ▼v volume 6.
945 ▼a KLPA

Holdings Information

No. Location Call Number Accession No. Availability Due Date Make a Reservation Service
No. 1 Location Main Library/Western Books/ Call Number 418.00785 T255 Accession No. 111816209 Availability Available Due Date Make a Reservation Service B M

Contents information

Table of Contents

Technology-mediated TBLT -- Editorial page -- Title page -- LCC data -- Table of content -- Chapter 1. Towards technology-mediated TBLT -- Introduction -- CALL and TBLT: Potential for synergies -- Towards a new understanding of technology-and-task integration: Technology-mediated TBLT -- Structure of the collection -- Summary of the main chapters -- Limitations and future research -- References -- Chapter 2. The need for needs analysis in technology-mediated TBLT -- Introduction -- Defining and conducting a NA: Needs, wants, desires -- Examples of NA in language teaching -- The central role of NA in TBLT -- Early NAs in technology-mediated education: Tasks, language, and technology needs -- Propelling technology to center stage in NA for technology-mediated TBLT -- What to include in a NA of technology-mediated TBLT -- Tasks -- Tools -- Digital literacies -- Access to technology -- Looking forward to the future: A new model of TBLT and needs analysis -- Conclusion -- References -- Chapter 3. Prior knowledge and second language task production in text chat -- Introduction --  Tasks in computer-mediated contexts -- Task complexity and language production -- Prior knowledge and task-based performance -- The Cognition Hypothesis and CMC -- The present study -- Method -- Participants -- The task -- Procedure -- Data collection -- Coding of complexity, accuracy, and fluency in CMC data -- Results -- Discussion -- Conclusion -- References -- Chapter 4. Textbooks, tasks, and technology -- Introduction -- Tasks and TBLT in textbook-bound contexts for L2 learning and teaching -- The action research study -- Online TBLT design: The Story Telling Contest task -- Method -- Participants -- Task design and implementation -- Data collection and analysis -- Results -- Quantitative evidence of student perceptions -- Qualitative evidence from questionnaires -- Further insights from interviews -- Summary of qualitative perceptions -- Evidence from gap-filling test on narrative tenses -- Discussion -- Limitations and conclusion -- PostScript -- References -- Digital Tools -- Anchor 76 -- Appendix A -- Appendix B -- Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks -- Introduction -- Teaching task-based process writing -- Collaboration and social, mediated learning -- Chats and wikis as Web 2.0 social tools for language learning -- The genres of argumentation and exposition -- Our previous research and present research questions -- Method -- Participants -- Procedure and schedule -- The task-based writing module -- Data -- Analysis -- Results -- Composition elements: Effects of social tool and genre -- Synchronous Interactions in Chats: Collaboration and scaffolding -- Accuracy and syntactic complexity of task products -- Discussion -- The role of chats and wikis in task-based collaborative writing -- Insights about writing in two genres -- Accuracy and syntactic complexity of essay products -- A cautionary note on.
accuracy -- Limitations and conclusion -- References -- Chapter 6. TBLT and synthetic immersive environments -- Introduction -- Tasks, fail states, and quest restarts in synthetic immersive environments -- Croquelandia -- Method -- Participants -- Curricular implementation -- Procedures for data collection -- Procedures for data analysis -- Results -- Total number of quest restarts -- Quest restarts by gameplay context -- Quest restarts by scenario -- Discussion -- Designer intentions versus player actualization -- Playing to learn versus learning to play -- Conclusion -- References -- Appendix A -- Sample Interview Questions -- Chapter 7. Collaborative Tasks for Negotiation of Intercultural Meaning in Virtual Worlds and Video-web Communication -- Introduction -- Background -- Affordances of networked synchronous communication -- Design principles for intercultural online tasks -- Method -- Research questions and data -- Context of the wider NIFLAR project -- Results -- A look at negotiation of intercultural meaning -- Support for intercultural learning -- Perceptions of Synchronous Online Tasks -- Discussion and conclusion -- References -- Appendix -- Global task descriptions. -- Chapter 8. The third dimension -- Introduction -- 3D virtual worlds for L2 learning: Affordances and limitations -- An overview of the research -- Tasks for L2 learning in 3D virtual worlds -- Sociocultural theory for task development: Theoretical foundations -- SCT-based pedagogical principles for the design of technology-mediated tasks -- SCT for technology-mediated TBLT: A 3D VW task example -- A cultural journey -- Evaluating tasks and activity in 3D VWEs -- Concluding remarks -- References -- Appendix -- A Cultural Journey -- Chapter 9. Lessons from the fandom -- Introduction -- Task-based language teaching and fandom tasks -- FictionAlley.com and threaded games -- Blogs and role playing games -- Wikis and literary lexicons -- Video, translation software, and fan subbing -- Discussion and conclusion -- References -- Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class -- Introduction -- Learning Chinese as a foreign language through tasks -- Philosophy of tasks in an advanced Chinese language class -- Formative task-based assessments and self-reflection -- The current study -- Method -- Participants -- Student needs -- Task Design -- Task-based formative assessments and self-reflection -- Analysis of ratings -- Results -- Discussion -- A role for formative assessment -- A role for technology -- Looking to the future -- Conclusion -- References -- Appendix A -- Future Language Use Survey -- Appendix B -- Excerpts from the “Chinese Language School” Pre-task Activity -- Anchor 151 -- Appendix C -- Appendix D -- Self-Assessment of Speaking Ability -- Chapter 11. Evaluation of an online, task-based Chinese course -- Introduction -- TBLT as a framework for online language instruction and assessment -- Design of the online, task-base.
d Chinese course -- Research questions -- Method -- Participants -- Data collection -- Results -- Task participation rates -- Performance-based assessments -- STAMP proficiency tests -- Survey data -- Discussion -- Conclusion -- References -- Appendix -- Chapter 12. Afterword -- From innovation to obvious -- An evolution of task qualities -- Challenges for technology-mediated TBLT -- Redefining targeted L2 competence -- Selecting and analyzing real-world tasks -- Preparing learners to create a future -- Developing an evaluation argument -- Concluding thoughts: The innovator’s evolving mission -- References -- Index -- .

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