Interlanguage Pragmatics, Curricular Innovation, and Digital Technologies

Autor/in	Sykes, Julie M.
Titel	Interlanguage Pragmatics, Curricular Innovation, and Digital Technologies
Quelle	In: CALICO Journal, 35 (2018) 2, S.120-141 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-9017
Schlagwörter	Interlanguage; Pragmatics; Intervention; Computer Assisted Instruction; Second Language Learning; Second Language Instruction; Instructional Innovation; Technological Advancement; Teaching Methods; Computer Mediated Communication; Cooperative Learning; Discourse Analysis + Suchen Sie Ihr Suchwort? Zielsprache; Pragmalinguistik; Computer based training; Computerunterstützter Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Educational Innovation; Bildungsinnovation; Technological development; Technologische Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Computerkonferenz; Kooperatives Lernen; Diskursanalyse
Abstract	Human interaction is fundamentally about shared understanding, created when interlocutors engage with one another around their own intended meaning and the intended meaning of others. Pragmatics is at the core of this interaction. The fields of computer-assisted language learning (CALL) and the teaching and learning of interlanguage pragmatics (ILP) have grown up together. These fields have sometimes been at odds, but, more often than not, they have drawn on synergies from one another to advance. Emerging digital tools have made notable innovations in the field of ILP development possible, and, simultaneously, the needs of ILP researchers and practitioners have led to technological innovation. This article explores these advancements through a synthesis of key research in the field of technology-mediated teaching and learning of ILP in five core areas--curricular materials, classroom interventions, telecollaboration, research methodologies, and expanding pragmatic practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01