Literaturnachweis - Detailanzeige
| Autor/inn/en | Egbert, Joy; Huff, Leslie; McNeil, Levi; Preuss, Cara; Sellen, Joanne |
|---|---|
| Titel | Pedagogy, Process, and Classroom Context: Integrating Teacher Voice and Experience Into Research on Technology-Enhanced Language Learning. |
| Quelle | In: The modern language journal, 93 (2009) Focus Issue, S. 754-768 |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0026-7902 |
| Schlagwörter | Empirische Forschung; Lehrer; Methodik; Computerunterstützter Unterricht; Fremdsprachenunterricht; Forschungsüberblick |
| Abstract | Computer-assisted language learning (CALL) literature notes concerns with research in the field, and many of these concerns are similar to those noted for second language acquisition research in general. One fundamental problem is the general failure to address Garrett's (1991) assertion that research must consider classroom context. The authors believe that this can be done most usefully by including teachers' voices, observations, and concerns. Many authors note the importance of teachers in the successful integration of technology into instruction. In other words, teachers play a vital role in determining the success of the CALL classrooms; for this reason alone, researchers must change the way we do research. In the article, the authors review CALL research on the acquisition of language skills published from 2000 to 2008 to demonstrate ongoing issues with study content and procedure. Based on these studies, they discuss how the inclusion of context - focusing specifically on teacher participation in or conduct of research - can impact both what we know and what we do. They conclude with ways to include missing elements of teacher voice and experience that can help us more completely answer important questions in our field. (Verlag, adapt.). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/3 |
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