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Technology-Enhanced Language Learning for Specialized Domains
Practical applications and mobility
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Elena Martin-Monje, Elena Barcena
Language MOOCs (or LMOOCs) are dedicated Web-based online courses for second languages with unrestricted access and potentially unlimited participation. They are generating interest and expectation in the contexts of university education, lifelong...
Bloggat om Technology-Enhanced Language Learning for...
Elena Martin-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 Garcia 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.
Foreword (Jozef Colpaert) Introduction (Izaskun Elorza , Blanca Garcia Riaza and Elena Martin-Monje) Acknowledgements Section 1: General issues about learning languages with computers 1.1. Languages and literacies for digital lives (Mark Pegrum) 1.2. Promoting intercultural competence in culture and language studies: Outcomes of an international collaborative project (Margarita Vinagre) 1.3. Return on investment: The future of evidence-based research on ICT-enhanced Business English (Antonio J. Jimenez Munoz) 1.4. L2 English learning and performance through online activities: A case study (M. Angeles Escobar) Section 2: Languages and technology-enhanced assessment 2.1. Language testing in the digital era (Miguel Fernandez Alvarez) 2.2. Synchronous computer-mediated communication in ILP research: A study based on the ESP context (Vicente Beltran-Palanques) 2.3. The COdA scoring rubric: An attempt to facilitate assessment in the field of digital educational material in Higher Education (Elena Dominguez Romero, Isabel de Armas Ranero and Ana Fernandez-Pampillon Cesteros) 2.4. Enabling automatic, technology enhanced assessment in language e-learning: Using ontologies and linguistic annotation merge to improve accuracy (Antonio Pareja-Lora) Section 3: Mobile-assisted language learning 3.1. Challenges and opportunities in enacting MALL designs for LSP (Joshua Underwood) 3.2. Designer learning: The teacher as designer of mobile-based classroom learning experiences (Nicky Hockly) 3.3. Mobile and Massive Language Learning (Timothy Read Elena Barcena and Agnes Kukulska-Hulme) Section 4: Language Massive Open Online Courses 4.1. Academic writing in MOOC environments: Challenges and Rewards (Maggie Sokolik) 4.2. Language MOOCs: Better by design (Fernando Rubio, Carolin Fuchs and Edward Dixon) 4.3. Enhancing specialised vocabulary through social learning in language MOOCs (Elena Martin-Monje and Patricia Ventura) Section 5: Corpus-based approaches to specialized linguistic domains 5.1. Corpus-based teaching in LSP (Tony Berber Sardinha) 5.2. Transcription and annotation of non-native spoken corpora (Mario Carranza Diez) 5.3. Using monolingual virtual corpora in public service legal translator training (Maria del Mar Sanchez Ramos and Francisco J. Vigier Moreno) Section 6: Computer-assisted translation tools for language learning 6.1. Computer-assisted translation tools as tools for language learning (Maria Fernandez-Parra) 6.2. Applying corpora-based translation studies to the classroom: Languages for specific purposes acquisition (Montserrat Bermudez Bausela) 6.3. VISP: A MALL-based app using audio description techniques to improve B1 EFL students' oral competence (Ana Ibanez Moreno)