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作者： Rimmasch, Kathryn Brigham Young University

学位级别：M.A.

In an effort to better understand the mental processing connected to different kinds of CALL activities, this study collected data on time subjects spent, as well as buttons subjects clicked while doing 10 different CALL activities accompanying a beginning French text book. In addition, a group of subjects thought out loud as they completed the same activities. These subjects were recorded on video, their thinking out loud was transcribed and the transcriptions were coded according to how they indicated they were dealing with the language input. The frequencies of coded categories were compared to see if there were connections between certain activity types and the kind of mental processing that should lead to language acquisition. It found that activities which required language production at least at the sentence level had higher occurrences of the kind of processing that one expects to lead to acquisition. The study also found that activities which required the learners to click as a response were connected to what could be considered shallower processing, or processing that is less likely to lead to language acquisition. It found similar results concerning True/False activities. In investigating the connection between behavior and mental processing in the CALL setting, the study found that button-use does seem to be connected to more effective processing, but that time spent on an activity is something that is perhaps too ambiguous to draw conclusions from.

关键词： SLA second language acquisition CALL computer assisted language learning input processing activity type

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learning isolated polysemous words: identifying the intended meaning of language learners in informal ubiquitous language learning environments

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SMART learning ENVIRONMENTS 2019年第1期6卷 1页

作者： Abou-Khalil, Victoria Helou, Samar Flanagan, Brendan Chen, Mei-Rong Alice Ogata, Hiroaki Kyoto Univ Grad Sch Informat Dept Social Informat Kyoto Japan Kyoto Univ Acad Ctr Comp & Media Studies Kyoto Japan

A growing number of language learners use ubiquitous language learning applications to learn anytime and anywhere. Learners translate and learn isolated words inspired by their activities and surroundings. However, isolated words may have several meanings that change depending on the context. Since learners don't have the opportunity to indicate the meaning they are looking for in an online learning environment, they risk learning translations that do not correspond to their intended meaning. Identifying the intended meaning of the learner is needed to provide them with an appropriate translation. However, isolated words are difficult to disambiguate due to a lack of text around them. To this end, informal ubiquitous learning environments can offer another type of context, one that is formed by the users' past learning logs. In this work, we propose using the learners' past vocabulary to disambiguate their intended meaning when they look up isolated words. Accordingly, we propose and evaluate three methods. The first method considers that the intended meaning of the learner is the one that is the most semantically similar to the learner's past vocabulary. The second method builds on the first method but gives more weight to the vocabulary that the learner logged shortly before the target word. The third method addresses situations where the semantic similarities between the different meanings of the word and the past vocabulary have similar values. In those cases, the method considers that the intended meaning of the learner is the most common meaning in the target language. The three methods were evaluated using 148 logs of SCROLL, a ubiquitous informal language learning environment. The success rates of the three methods were 72.180%, 75.630%, and 83.050% respectively. This work shows that the past activity of language learners in informal ubiquitous language learning environments could be used to identify their intended meaning when learning a new word.

关键词： language learning Polysemy Homographs Vocabuary Word sense disambiguation computer assisted language learning Ubiquitous learning systems

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The Use of CALL as a Means of Reducing Anxiety of Students Studying Abroad

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Procedia Technology 2014年 18卷 113-119页

作者： Jeremy White Ritsumeikan University 1-1-1 Nojihigashi Kusatsu Shiga 525-8577 Japan

Studying abroad in an English speaking country is something that many Japanese students wish to do during their university life. Yet, these students can often find themselves underprepared and anxious about the English required for life in foreign countries. This paper will at first demonstrate what anxieties are felt by students, and then illustrate a case study of one study abroad program that has used computer assisted language learning (CALL) in an attempt to reduce anxiety and lesson the gap between the English classroom in Japan, and what students experience in an English speaking country. By using readily available and inexpensive online technology, students were exposed to authentic English input in the form of online videos, could practice speaking English as spoken by native speakers, and gain instant feedback on their current English competence level. This paper will finish by suggesting further methods in which the gap between classroom study in Japan and English language learning in foreign countries can be reduced.

关键词： Information communication technology study abroad computer assisted language learning online videos

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Experience in Designing Databases for learning Chinese Characters

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International Journal of computer Processing of languages 2000年第4期13卷 351-375页

作者： H. C. LAM W. W. KI A. L. S. CHUNG P. Y. KO Department of Curriculum Studies The University of Hong Kong Pokfulam Road Hong Kong People's Republic of China

There is much regularity in Chinese characters. For example, the characters (car), (wheel), (rail), (transport), (carry), (turn) and (the roar of train) are all in relation to "transportation" and at the same time share the component . An interactive database that can retrieve these characters as linked together can enable students to explore and discover the relationship among the characters. This paper reports our many years of works in designing and developing such databases for learning Chinese characters. Several interesting issues on the implementation are raised, including intuitive interaction, demand for high accuracy, codification of components, decomposition of characters, handling multiple acceptable values, irregularity of Chinese characters and application-oriented development. Unlike most technology-centric research, much of our experience has been gained through an iterative development of the databases with actual contents and in collaboration with the Chinese educators. In this paper, we hope to propose a more humanistic and contextual approach into the study of Chinese computing.

关键词： learning Chinese Characters Character Component computer assisted language learning Knowledge Representation Chinese Database and Information Retrieval

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Research and Technological Innovation in CALL

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INNOVATION IN language learning AND TEACHING 2007年第1期1卷 180-190页

作者： Levy, Mike Griffith Univ Sch Language & Linguist Nathan Campus170 Kessels Rd Brisbane Qld 4111 Australia

Almost continuous innovation in the area of new technologies and applications in second language teaching and learning can make research especially challenging. In longer-term projects, for example, the researcher may find that by the end of the project the technology that has been central to it has been surpassed or outmoded. While some precautionary steps can be taken, such as focusing on underlying principles, the technology in use still remains critical. This is why the drive for deeper principles and theoretical insights in CALL research becomes so important. However, it is also a matter of the kind of research being attempted, for example whether it is preliminary and exploratory, aiming to evaluate a very new technology or application, or whether it is more refined and focussed, incorporating the use of a technology or application that is relatively stable and well established. This paper focuses on the impact of technological innovation in CALL research, while accepting that pedagogical innovation and curriculum innovation are also contributing factors. The paper describes exemplary projects and strategies for research planning where the aim is to sustain longer-term research agendas alongside shorter-term research goals which, while still reflecting broader principles, are still responsive to rapid innovation and development.

关键词： CALL computer assisted language learning technological innovation research

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Challenges Faced by Malaysian Polytechnic English Lecturers in Utilizing Digital language Lab

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Procedia - Social and Behavioral Sciences 2013年 90卷 365-373页

作者： Mohd Khalid Ustati Izaham Shah Ismail Seberang Perai Polytechnic Jalan Permatang PauhPermatang Pauh13500Pulau Pinang Malaysia Faculty Of Education Universiti Teknologi MARAShah Alam 40200 Selangor Malaysia

The installation and upgrading of Digital language Lab (DLL) from the analogue language laboratories into all Malaysia‟s polytechnic to improve the students‟ English language learning experience has received feedback both positive and negative from their English language lecturers. This study explores the challenges of Seberang Perai Polytechnic English language lecturers faced upon the utilization of DLL and its integration toward their teaching of English. The challenges are classified under three categories: challenges from the lab facilities, challenges from the teaching practices and challenges from the students themselves. This purpose of this study was to identify issues faced by the lecturers during DLL sessions that are detrimental in improving polytechnics students‟ language proficiency. From a total of 18 English language lecturers from Seberang Perai Polytechnics, seven interviewees were purposively sampled and consented to be interviewed for in- depth research. Findings of this research reflect that majority of lecturers agree that although digital language lab enhances their teaching experiences in a variety of ways consecutively to catch up with the digitally native students yet at the same time informs of various challenges faced in order to integrate DLL into their lesson plan.

关键词： Educational Technology computer assisted language learning ESL

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EXPLORATORY learning ENVIRONMENTS - WHAT ARE THEY AND DO STUDENTS EXPLORE

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 1993年第1期9卷 1-15页

作者： HSU, JFJ CHAPELLE, CA THOMPSON, AD IOWA STATE UNIV SCI & TECHNOL COLL EDUC DEPT CURRICULUM & INSTRUCT N157 LAGOMARCINO HALL AMES IA 50011 USA

computer-based learning environments have been defined as settings where students use software to facilitate active, exploratory learning. We distinguish between illocutionary and non-illocutionary learning environments: the computer interprets the intent of students in the former but not in the latter. We apply these terms to language learning environments, and report descriptive research on ESL students' use of a non-illocutionary learning environment. Results indicated students ''explored'' the learning environment in a routine way, but failed to explore creatively the program's morphosyntactic possibilities;routine exploration was positively related to attitudes for part of the group, but negatively related to attitudes for students who may have found the software environment too easy. Implications for illocutionary and non- illocutionary learning environments are discussed.

关键词： Attitude Measures computer assisted Instruction Correlation Courseware Educational Environment English (Second language) Grammar Higher Education Pretests Posttests Speech Acts Student AttitudesNatural language Empirical Research Iowa State University computer assisted language learning Illocutionary Content

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Second language Instructors’ Perspectives about the Use of Educational Games

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Procedia - Social and Behavioral Sciences 2010年 9卷 717-721页

作者： Muhammet Demirbilek Ebru Yılmaz Suzan Tamer Suleyman Demirel University Faculty of Technical Education Isparta 32260 Turkey

The aim of this research is to analyze second language instructors’ perspectives about the use of educational games. A qualitative research design is utilized for analyzing the perspectives about educational games in second language learning at the graduate level. Data are collected through semi-constructed interviews. Participants consist of 11 instructors from the School of Foreign language at a university located on the South West of Turkey. For data analysis, “Grounded Theory” method is conducted. Based on the data analyses, four categories that reflect the perspectives of foreign language instructors’ are formed. The categories are “current situation”, “usage”, “game features” and “efficacy to lesson” respectively. Data analysis reveals that the use of computer games as an instructional support tool may affect the way how computer games are employed in the lectures, the features of the game, in-class hardware and software infrastructure, and the perception and attitudes of instructors and students towards the computer games.

关键词： Foreign language education Educational computer games Second language learning computer assisted language learning

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The Importance of Vocabulary Conceptualization in Digital Dictionary Software Development

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Procedia - Social and Behavioral Sciences 2013年 106卷 2855-2858页

作者： Gamze Sarmaşık Abur M. Volkan Coşkun Assist. Prof. Dr. Department of Computer Education & Instructional Technology Education Faculty Muğla UniversityTurkey Prof. Dr. Department of Turkish Education Education Faculty Muğla University Turkey

While the world is becoming global, one language is rapidly spreading all over the world. Determiners of the answers to these questions will be software engineers and software specialists working on language. If the specialists working on informatics are encouraged to work on language and effective software are developed in this field, then, mastering the mother tongue will be enough to be an effective citizen in the global world. If we look through the existing software, we can see that search engines on the internet are started to be designed to translate a text written in a foreign language into one's mother tongue. Moreover, the digital dictionaries on the internet are developing rapidly. However, in these dictionaries, the main focus is on the meanings of the words. But this is not enough and works should be performed on the conceptualization of the word. It is very common in our language for words to be used with their connotative meanings. Accordingly, dictionaries should help to sort out the main and connotative meanings of the words because languages were born out of the necessities to express the existence of objects. Moreover, there are dialectical differences among the speakers of the same language. Within the same nation, the same word may convey different meanings. Overlooking the cultural differences and using general words to express objects in one language will restrict the power of the language and make the communication superficial. Yet, the software engineers and specialists who will develop such software should be knowledgeable about the characteristics of our language. Therefore, software to be developed in the field of digital dictionary preparation should be projected and encouraged. In this paper, we want to draw the attention to the importance of informing software designers who will develop dictionary software to make translation from Turkish to Turkish or to another language about the conceptual meaning of the words apart from their meani

关键词： Digital Dictionary computer assisted language learning computer Based learning

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Belief, Knowledge and Expectations on language Instruction Via ICT: A Close/Critical Look by Experts

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Procedia - Social and Behavioral Sciences 2013年 70卷 696-701页

作者： H. Sezgi Sarac Başkent University Faculty of Education Ankara 06810 Turkey

Information Communications Technology (ICT) has been approached with hesitancy in relation to personal expectations, knowledge and beliefs. Belief is interwoven with expectations and knowledge, as well as judgments, decisions, perceptions, values and opinions. As ICT applications, computer assisted language learning packages lack scrutiny by experts in both language instruction and computer technologies. This qualitative study strives for gathering data on the evaluation of such packages via professors’ belief, knowledge and expectations on such technology. Therefore, a group of 5 experts in foreign language teaching and a group of 4 experts on instructional technologies gave evaluations in relation to their belief, knowledge and expectations. The results indicate that such applications are believed to possess both efficient and inefficient aspects that need to be addressed for the betterment of individualized learning.

关键词： computer assisted language learning Expectation Belief language teaching software

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