scholarly journals The shift of media processes to internet communication and computer-assisted language learning as a high-risk factor of inter-group interaction in applied linguistic space

2021 ◽  
Vol 7 (3D) ◽  
pp. 494-501
Author(s):  
Evgeny A. Slizsky ◽  
Vladimir V. Plotnikov ◽  
Andrey P. Tyun ◽  
Ekaterina I. Khubuluri
Keyword(s):  
Language Learning ◽  
Ethnic Groups ◽  
Group Interaction ◽  
Modern Society ◽  
Communication Technologies ◽  
Computer Assisted ◽  
Internet Communication ◽  
Negative Stereotypes ◽  
Social Risks ◽  
High Risk Factor

The issue of inter-group social conflicts development is one of the most acute problems of modern society. Within the framework of this article (on the example of inter-ethnic interaction) there is considered the question of modern communication technologies in the field of inter-group interaction. The study proves that with the intensive development of modern means of communication, there takes place a significant intensification of social risks associated with inter-group conflicts (intensity of aggravation factors and increase in the scale of inter-group confrontations). At the level of inter-ethnic interaction, all that is primarily due to the negative stereotypes of different ethnic groups, as well as to the replication of negative interaction experiences in different ethnic groups (with an emphasis on ethnicity).

Social Risks in Communication Space of Modern Society

2018 ◽  
Vol 7 (1) ◽  
pp. 70-73 ◽  
Author(s):  
О. Терещенко ◽  
O. Tereshchenko
Keyword(s):  
Information And Communication Technologies ◽  
Modern Society ◽  
Communication Technologies ◽  
Round Table ◽  
Contemporary Society ◽  
Social Risks ◽  
Communication Space ◽  
Information And Communication ◽  
Terrorist Acts ◽  
Global World

Information and communication technologies since the early 1970s. allow sharing information about disasters, terrorist acts, risk situations and accidents in real-time, and contribute not only to increased terrorism, but also to the spread of social risks in general. A new stage in the development of riskiness of society and communication space came with rise and development of the second version of the Internet (web 2.0), when creation of information resources became available to all organizations and individuals. These problems were discussed at the round table “Social risks in Communication Space of Contemporary Society”, which was held in Minsk on October 19, 2017 in the framework of the First Belarusian Philosophical Congress “National Philosophy in the Global World”.

Task-Based Learning with Interactive ESP Courseware Integration in Higher Vocational Education

2012 ◽  
pp. 388-406 ◽  
Author(s):  
Shu-Chiao Tsai
Keyword(s):  
Language Learning ◽  
Information And Communication Technologies ◽  
Reading Strategies ◽  
Communication Technologies ◽  
Control Group ◽  
Computer Assisted ◽  
Face To Face ◽  
Information And Communication ◽  
Elective Course ◽  
High Degree

This chapter reports on integrating a self-developed interactive courseware of English for Specific Purposes (ESP) into a self-study and elective course “English Reading for Technology” offered for sophomore students in the Applied Foreign Languages Department (AFLD) of a vocational university in Taiwan two hours per week for twelve weeks. A Computer-Assisted Language Learning (CALL) approach combined with a Task-Based Learning (TBL) approach was adopted. The course mainly focused on vocabulary, reading, and comprehension. Evaluation of implementing these Information and Communication Technologies (ICT) into ESP instruction with courseware integration was based upon data from a variety of pre- and post-tests including cloze, listening, writing, and Q&A. Meanwhile, a traditional teacher-centered Face-to-Face (F2F) instruction was conducted as a control group. The learning effectiveness in most of the post-tests under both instructions has been significantly improved. Students under the ICT instruction with courseware integration made as much progress as those did under the F2F instruction, suggesting that the well-structured courseware offered a potential solution to problems in the development and expansion in frequency of ESP courses in Taiwan by playing the role of an adjunct teacher, peer, and facilitator, through which students were able to practice language skills and learn content knowledge. Most students were satisfied with practices for learning English skills and professional knowledge provided by the courseware and had a positive attitude toward such ICT instruction. In addition, students used reading strategies to a high degree, and the most-commonly used reading strategies were cognitive, memory, and compensation, but social-affective strategies were least frequently employed.

New Trends in ICTs and Computer Assisted Language Learning (CALL)

2011 ◽  
pp. 211-224
Author(s):  
Bolanle A. Olaniran
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Communication Technologies ◽  
Computer Assisted ◽  
Information Communication Technologies ◽  
Computer Assisted Language Learning ◽  
Information Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
L2 Learning

This chapter explores information communication technologies (ICTs) (e.g., computer-mediated communication) and the implications for use in language learning and second language learning (L2). Further, the chapter presents culture and new trends in ICTs for L2 learning. Specific modality, challenges, and issues for future considerations in L2 learning are discussed. The chapter argues for the need to understand culture and contextual appropriateness of L2 learning in ICT environments. Finally the chapter contends that ICTs are best relegated as a supplemental role or tools, rather than as an outright substitute for traditional L2 learning and curricula.

Culture and Language Learning in Computer-Enhanced or Assisted Language Learning

2011 ◽  
pp. 73-87
Author(s):  
Bolanle A. Olaniran
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Communication Technology ◽  
Computer Mediated Communication ◽  
Communication Technologies ◽  
Computer Assisted ◽  
Information Communication ◽  
Mediated Communication ◽  
Computer Mediated

This chapter explores computer-mediated communication (CMC) and information communication technology (ICT) use in language learning. More specifically, the chapter addresses the impact or implications of CMC tools for computer enhanced language learning. The chapter attempts to present a review of key literature in adaptation of communication technologies to teaching or learning language in general and specifically second language acquisition. The chapter stresses the need to understand culture and contextual appropriateness of language, thus, it argues for communication technology to be used as a secondary resource rather than a primary tool for language learners. The discussion addresses the dimensions of cultural variability with respect to language learning. At the same time, features of synchronous and asynchronous CMC were analyzed in the context of language learning. Finally, the chapter addresses implications for language learning in computer mediated communication or computer assisted environments.

Using Computer-Assisted Language Learning (CALL) materials in English as Second Language (ESL) classrooms: perspectives of teachers and students in United Arab Emirates

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramia DIRAR SHEHADEH MUSMAR
Keyword(s):  
Second Language ◽  
Language Learning ◽  
United Arab Emirates ◽  
Language Proficiency ◽  
English Language ◽  
Learning Technologies ◽  
Student Diversity ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching

Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ language proficiency. 

scholarly journals Building natural language processing tools for Runyakitara

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Fridah Katushemererwe ◽  
Andrew Caines ◽  
Paula Buttery
Keyword(s):  
Natural Language Processing ◽  
Natural Language ◽  
Language Learning ◽  
Language Processing ◽  
Primary Data ◽  
Computer Assisted ◽  
Endangered Languages ◽  
Test Case ◽  
Short Supply ◽  
Linguistic Resources

AbstractThis paper describes an endeavour to build natural language processing (NLP) tools for Runyakitara, a group of four closely related Bantu languages spoken in western Uganda. In contrast with major world languages such as English, for which corpora are comparatively abundant and NLP tools are well developed, computational linguistic resources for Runyakitara are in short supply. First therefore, we need to collect corpora for these languages, before we can proceed to the design of a spell-checker, grammar-checker and applications for computer-assisted language learning (CALL). We explain how we are collecting primary data for a new Runya Corpus of speech and writing, we outline the design of a morphological analyser, and discuss how we can use these new resources to build NLP tools. We are initially working with Runyankore–Rukiga, a closely-related pair of Runyakitara languages, and we frame our project in the context of NLP for low-resource languages, as well as CALL for the preservation of endangered languages. We put our project forward as a test case for the revitalization of endangered languages through education and technology.

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