Literaturnachweis - Detailanzeige
| Autor/in | Pusack, James P. |
|---|---|
| Titel | Tasks, negotiation, and grammar: The instructional roles of multimedia in the production of meaning. |
| Quelle | In: Fremdsprachen lehren und lernen, 28 (1999), S. 44-57 |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0932-6936 |
| Schlagwörter | Multimedia; Interaktion; Lernen; Lerntheorie; Didaktische Grundlageninformation; Computerunterstützter Unterricht; Grammatik; Fremdsprachenunterricht; Inhaltsbezogenes Lernen; Zweitsprachenerwerbsforschung |
| Abstract | The essay attemps to engage in a model dialogue between established SLA theory and current multimedia practice, using as a point of departure the work of Michael H. LONG. The insights provided by Long's work lend themselves well to extrapolation into the field of foreign language courseware design and delivery and clearly demonstrate the fact that a rigorous SLA theory and pedagogy can yield powerful insights for developers and implementers of foreign language instructional technology. In two major, interlocking aspects of acquisition - grammar and comprehension - Long's work suggests and justifies significant design features that are relatively new, but not technologically unrealistic. In the realm of course design, however, the concept of the task-based syllabus or curriculum pushes the limits of what is currently feasible, especially when it comes to comprehensive intelligent tutoring systems for language learning. Conversely, to the extent that international teleconferencing, Web-based information searches, threaded email dialogues, and complex multimedia reference packages form a component of our target cultures, our assumptions about the available venues for negotiable discourse must be radically broadened. (Verlag). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2001_(CD) |
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