Literaturnachweis - Detailanzeige
Autor/in | Dooly, Melinda |
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Titel | "I Do Which the Question": Students' Innovative Use of Technology Resources in the Language Classroom |
Quelle | In: Language Learning & Technology, 22 (2018) 1, S.184-217 (34 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1094-3501 |
Schlagwörter | Second Language Learning; Second Language Instruction; Educational Technology; Teaching Methods; Language Teachers; Comparative Analysis; Instructional Innovation; Learning Strategies; Computer Mediated Communication; Instructional Design; Ethnography; Educational Research; Middle School Students; Foreign Countries; English (Second Language); Intercultural Communication; Semiotics; Refugees; Secondary School Students; International Educational Exchange; Program Descriptions; Video Technology; Sweden; European Union; Spain (Barcelona) Zweitsprachenerwerb; Fremdsprachenunterricht; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Educational Innovation; Bildungsinnovation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Computerkonferenz; Lesson concept; Lessonplan; Unterrichtsentwurf; Ethnografie; Bildungsforschung; Pädagogische Forschung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Interkulturelle Kommunikation; Semiotik; Flüchtling; Sekundarschüler; Internationaler Austausch; Schweden |
Abstract | Many reports suggest that the use of education technology can have a positive effect on language education. However, most of the research indicates that there is need for more detailed understanding of the pedagogical processes that support technology-enhanced language learning. This text takes a social semiotic perspective to examine multimodal interaction (Jewitt, Bezemer, & O'Halloran, 2016) of learners taking part in telecollaborative activities in a language classroom. The study aims to provide a detailed view of the ways in which the language teachers' task-as-workplan (Breen, 1987, 1989), designed around different technologies, dovetails (or not) into the task-as-process (i.e., the way in which the learners interpret and act upon the task instructions). Comparing the teachers' pedagogical design and intended purpose of different technology-supported tasks with the actual way in which the learners interact with the tools, the results show that the students often engage with the technology in unexpected, and at times, highly innovative ways that often diverge from the task-as-workplan. (As Provided). |
Anmerkungen | University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |