scholarly journals Collocational Relations in Japanese Language Textbooks and Computer-Assisted Language Learning Resources

2011 ◽  
Vol 1 (1) ◽  
pp. 85-98
Author(s):  
Irena SRDANOVIĆ
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Systems ◽  
The Other ◽  
Japanese Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning Resources ◽  
Language Resources

In this paper, we explore presence of collocational relations in the computer-assisted language learning systems and other language resources for the Japanese language, on one side, and, in the Japanese language learning textbooks and wordlists, on the other side. After introducing how important it is to learn collocational relations in a foreign language, we examine their coverage in the various learners’ resources for the Japanese language. We particularly concentrate on a few collocations at the beginner’s level, where we demonstrate their treatment across various resources. A special attention is paid to what is referred to as unpredictable collocations, which have a bigger foreign language learning-burden than the predictable ones.

Culture-Based Language Learning ObjectsL A CALL Approach for a Ubiquitous World

2011 ◽  
pp. 1978-1996
Author(s):  
Niki Lambropoulos ◽  
Martha Christopoulou ◽  
Kosmas Vlachos
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Objects ◽  
Social Contexts ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Grey Zone ◽  
The United Kingdom ◽  
Open Nature

This chapter presents culture-based language-learning objects (CLLOs) in computer-assisted language learning (CALL), supported by user-centered interaction design.CLLOs’ design has been drawn on (a) social constructivist pedagogical theories, (b)self-organised strategies in social contexts, and (c) Scandura’s structural analysis andGange’s instructional events.This chapter discusses culture-based language-learningprinciples and the rationale on which the construction and use of CLLOs are foundedon. It also makes suggestions about the ways CLLOs can be constructed by second/foreign language (L2) teachers. A CLLO example was designed and presented for thecontext of the Greek Diaspora in the United Kingdom (UK). Furthermore, this chapterintroduces the combination of norm-based and culture-based language learning inCALL, the grey zone as the distance between second and foreign language learning,the open nature in Learning Objects with the use of forums or chats. Lastly, it suggestsCLLOs networks use in the age of ubiquitous computing.

Culture-Based Language Learning Objects

2011 ◽  
pp. 255-273
Author(s):  
Niki Lambropoulos ◽  
Martha Christopoulou ◽  
Kosmas Vlachos
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Interaction Design ◽  
Foreign Language Learning ◽  
Learning Objects ◽  
Social Contexts ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
The United Kingdom ◽  
Learning Principles

This chapter presents culture-based language-learning objects (CLLOs) in computer-assisted language learning (CALL), supported by user-centered interaction design. CLLOs’ design has been drawn on (a) social constructivist pedagogical theories, (b) self-organised strategies in social contexts, and (c) Scandura’s structural analysis and Gange’s instructional events. This chapter discusses culture-based language-learning principles and the rationale on which the construction and use of CLLOs are founded on. It also makes suggestions about the ways CLLOs can be constructed by second/foreign language (L2) teachers. A CLLO example was designed and presented for the context of the Greek Diaspora in the United Kingdom (UK). Furthermore, this chapter introduces the combination of norm-based and culture-based language learning in CALL, the grey zone as the distance between second and foreign language learning, the open nature in Learning Objects with the use of forums or chats. Lastly, it suggests CLLOs networks use in the age of ubiquitous computing.

Culture-Based Language Learning ObjectsL A CALL Approach for a Ubiquitous World

2006 ◽  
pp. 22-43 ◽  
Author(s):  
Niki Lambropoulos ◽  
Martha Christopoulou ◽  
Kosmas Vlachos
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Objects ◽  
Social Contexts ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Grey Zone ◽  
The United Kingdom ◽  
Open Nature

This chapter presents culture-based language-learning objects (CLLOs) in computer-assisted language learning (CALL), supported by user-centered interaction design.CLLOs’ design has been drawn on (a) social constructivist pedagogical theories, (b)self-organised strategies in social contexts, and (c) Scandura’s structural analysis andGange’s instructional events.This chapter discusses culture-based language-learningprinciples and the rationale on which the construction and use of CLLOs are foundedon. It also makes suggestions about the ways CLLOs can be constructed by second/foreign language (L2) teachers. A CLLO example was designed and presented for thecontext of the Greek Diaspora in the United Kingdom (UK). Furthermore, this chapterintroduces the combination of norm-based and culture-based language learning inCALL, the grey zone as the distance between second and foreign language learning,the open nature in Learning Objects with the use of forums or chats. Lastly, it suggestsCLLOs networks use in the age of ubiquitous computing.

scholarly journals Addressing Cross-Linguistic Influence and Related Cultural Factors Using Computer-Assisted Language Learning (CALL)

2011 ◽  
pp. 582-598
Author(s):  
Danièle Allard ◽  
Jacqueline Bourdeau ◽  
Riichiro Mizoguchi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Cultural Factors ◽  
Computer Assisted ◽  
First Year ◽  
Computer Assisted Language Learning ◽  
Ontological Engineering ◽  
Learning Scenarios ◽  
First Year University

The goal of this research, a work in progress, is to address areas in second/foreign language acquisition prone to cross-linguistic influence, and to examine related cultural factors. More specifically, the authors aim to identify such areas, map available knowledge in this respect using ontological engineering methodology, and devise appropriate teaching strategies and learning scenarios to help overcome cross-linguistic influence with the help of computer-assisted language learning systems. The authors have been working mainly with Japanese-speaking students of English and first-year university English-speaking students of French. In this chapter, the authors describe culture in relation to foreign language learning, cross-linguistic influence, their cultural framework as well as ontological engineering methodology. They demonstrate their work with examples of the use of modals by Japanese students/speakers of English. They further provide an illustration of ontological modeling in addition to a basic simulation of how a CALL system based on an ontology could potentially work.

scholarly journals INTERNET TOOLS USE IN FOREIGN LANGUAGE STUDY DURING REMOTE LEARNING

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 3-7
Author(s):  
Yurii Zablotskyi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
New Technologies ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Learning Systems ◽  
Computer Assisted ◽  
Foreign Language Study ◽  
Effective Organization

The article analyzes the implementation of modern internet tools into the foreign language learning process during remote studying process. The paper presents the influence of modern digital technologies on the educational process and its participants concluding the inevitable necessity of using digital tools for effective organization of online study. Developed in the second half of the 20th century, CALL (Computer Assisted Language Learning) systems have been successfully used in the language learning environment. Providing teachers and learners with some obvious benefits like better personalization, higher motivation and automation, early CALLs demanded a lot of resources and were quite complicated in developing, installing and using. With the technological progress and emerging of the Internet, these systems evolved into modern digital user-friendly tools turning conventional learning process into entertainment environment. Modern web based learning systems has provided the unlimited possibilities for learners and teachers alike. Language learners can design their own studying process by choosing a school, a place, time, and pace for their study. New technologies have benefited teachers greatly providing them with effective tools for creating, storing and delivering their studying materials. The benefits and drawbacks of the modern internet-tools for developing different language skills as well as for summative and formative assessment has been analyzed in the paper.

scholarly journals How computer assisted language learning literacy is conceptualized in research? The road thus far

Aula Abierta ◽  
2021 ◽  
Vol 50 (2) ◽  
pp. 577-584
Author(s):  
Fatemeh Nami
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Review Of Literature ◽  
The Road ◽  
Teaching Language ◽  
Effective Integration

For effective integration of any tool including digital technologies into their daily practices of teaching, language teachers need to develop their understanding of such technologies and develop their pedagogical knowledge to draw on them. In other words, they require relevant computer assisted language learning (CALL) literacy. While research on professional, technical, and digital literacies is growing, CALL literacy has not been adequately addressed in second and foreign language learning research. The present article features a comprehensive review of literature on the concept of digital and CALL literacy and offers implications for research in this regard.

Towards a Model of Learner Variation in Autonomous Foreign Language Learning

1979 ◽  
Vol 2 (1) ◽  
pp. 73-97 ◽  
Author(s):  
T. S. Rodgers
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
State Of The Art ◽  
Foreign Language Learning ◽  
Learning Systems ◽  
Design Model ◽  
Foreign Languages ◽  
The Third ◽  
Short Piece ◽  
Language Needs

My intent in this short piece is to provide a context for consideration of learner variables in foreign language learning. I first propose a question set outlining the major issues, as I see them, arising in the design of learner-based foreign language learning systems. I then present a simplified three-part design model comprising knowledge considerations (language needs assessment), instructional considerations (learning access alternatives) and learner considerations (characteristics of learners). A review of some recent work in the first two of these prefaces the discussion of the third, learner considerations. A brief state of the art report on research in learner variables is followed by some speculation on next directions in the determination and description of learner variables within a general design model for learning foreign languages.

scholarly journals The effectiveness of computers on vocabulary learning among preschool children: a semiotic approach

2016 ◽  
Vol 11 (1) ◽  
pp. 02 ◽  
Author(s):  
Tutku Basöz ◽  
Dilek Tüfekci Can
Keyword(s):  
Preschool Children ◽  
Foreign Language ◽  
Language Learning ◽  
Vocabulary Learning ◽  
Vocabulary Instruction ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
Instruction Group ◽  
Significant Difference ◽  
Semiotic Approach

Semiotics in foreign language learning has recently achieved some prominence as a theoretical foundation for language teaching and learning. Although there have been a number of research on the semiotics in foreign language learning, the practical use of semiotics in preschool classroom environment still remains unanswered. What is more, the effectiveness of computers on vocabulary learning among preschool children is still an obscure area, which attracts the attentions of researchers, scholars and practitioners. Thus, the present study aims to investigate whether there is a significant difference in preschool children’s vocabulary gain depending upon the computer assisted vocabulary instruction or the traditional vocabulary instruction both adopting a semiotic approach. The sample group of the study included 35 preschool children (5-years) who are studying at Balıkesir University Necatibey Faculty of Education Kindergarten. In this quasi-experimental study, the children were assigned to computer assisted vocabulary instruction group (16) or traditional vocabulary instruction group (19), which were the experimental and control groups. Before the experiment, the children were given a pre-test, which measured the number of target vocabulary the children had already known. While the experimental group learned the target vocabulary through computer-assisted instruction, the control group was taught the same target vocabulary via traditional vocabulary instruction. After the experiment, the same test was given to the children as the post-test. The results of the study showed that both instruction types were successful in teaching vocabulary and there was no significant difference between the groups in terms of their vocabulary gain. Keywords: Vocabulary learning; semiotic approach; computer assisted vocabulary instruction; preschool children; foreign language learning 

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