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THE USE OF PRETEST AND POSTTEST IN CALL - A CASE-STUDY

computerS & EDUCATION 1994年第1-2期23卷 143-150页

作者： BLIN, F WILSON, D DUBLIN CITY UNIV CTR NEW TECHNOL EDUCSCH APPL LANGUAGESDUBLIN 9IRELAND

This paper considers the use of pre- and post-test results as formative evaluation tools and describes a small group evaluation of courseware dealing with French for banking. The results highlight the problems that oc... 详细信息

关键词： Business Administration Education Business Communication Case Studies computer assisted Instruction computer Software Evaluation Courseware Evaluation Methods Foreign Countries Formative Evaluation Group Activities Higher Education Pretests Posttests Questionnaires Second language learning Standards Tables (Data) Test ConstructionIrelandcomputer Users Ireland computer assisted language learning

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THE USE OF HYPER-REFERENCE AND CONVENTIONAL DICTIONARIES

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ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT 1993年第4期41卷 63-73页

作者： AUST, R KELLEY, MJ ROBY, W WASHINGTON STATE UNIV PULLMANWA 99164 OHIO UNIV DEPT MODERN LANGUAGESATHENSOH 45701

A hyper-reference is an online electronic aid that provides immediate access to adjunct information with a direct-return path to the target information. Eighty undergraduate foreign language learners participated in a comparison of hyper-reference and conventional paper dictionary use on the measures of consultation frequency, study time, efficiency, and comprehension. Hyper-reference users consulted over two times as many definitions as conventional dictionary users. Analyses of efficiency (consults per minute) found a higher consultation rate for hyper-reference users than for conventional dictionary users. The study also compared bilingual (Spanish/English) and monolingual (Spanish/simplified Spanish) dictionary use. Bilingual dictionary users consulted 25% more definitions than did monolingual dictionary users. Bilingual dictionary users completed reading in 20% less time than monolingual dictionary users. Efficiency was also higher during bilingual dictionary use than during monolingual dictionary use. Differences in comprehension were not significant. Directions for further research and development concerning electronic text and hyper-references are offered.

关键词： Analysis of Variance Comparative Analysis Comprehension computer assisted Instruction Dictionaries Efficiency Higher Education Hypermedia Intermode Differences Measures (Individuals) Research Needs Second language learning Spanish Time on Task Undergraduate StudentsElectronic Books computer assisted language learning Printed Materials

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DEVELOPING AND ASSESSING PRACTICING SPOKEN FRENCH - A MULTIMEDIA PROGRAM FOR IMPROVING SPEAKING SKILLS

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ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT 1993年第4期41卷 91-103页

作者： BORRAS, I LOUISIANA STATE UNIV BATON ROUGELA 70803 USA

Reported in this article are the development and evaluation of Practicing Spoken French (PSF), a multimedia program designed to assess the effects of subtitled video on oral communicative performance of fifth-semester college students of French. The rationale for the development of an alternative to current computer-based initiatives for speaking practice is presented. This is followed by a description of three aspects of the PSF program: design, visual input, and technical features. The results of the field test conducted with PSF are presented, and the strengths and limitations of the program are discussed. Implications and recommendations are offered for computer-assisted language learning (CALL) design and research.

关键词： computer assisted Instruction computer Software Development computer Software Evaluation Courseware French Higher Education Hypermedia Multimedia Instruction Second language learning Speech Communication Undergraduate Students Videotape RecordingsHyperCard computer assisted language learning Multimedia Materials

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SIGN language INTERFACES 93

SIGN LANGUAGE INTERFACES

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International Conference on Human-computer Interaction (INTERCHI 93)

作者： FRISHBERG, N CORAZZA, S DAY, L WILCOX, S SCHULMEISTER, R IST STATALE SORDOMUTI CNRIST PSICOLI-0061 ROMEITALY

This panel will start to build the bridge between behavioral scientists who know deaf communities worldwide, their languages and cultures, and experts in technical disciplines relating to computers and human interfaces.

ISBN: (纸本)9051991339

关键词： SIGN languageS NATURAL language PROCESSING computer assisted language learning MULTIMEDIA INTERCULTURAL ISSUES IN INTERFACE DESIGN GESTURAL REPRESENTATION DEAF

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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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SOME USES OF NATURAL-language INTERFACES IN computer-assisted language-learning

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INSTRUCTIONAL SCIENCE 1989年第1期18卷 45-61页

作者： WARD, RD UNIV ABERDEEN DEPT COMP SCIABERDEEN AB9 2UBSCOTLAND

It has often been proposed that computer programs simulating written conversation could be effective in language teaching and remediation. This paper presents a theoretical rationale for this approach, and reports empirical studies of its potential. Although the studies were concemed mainly with language-impaired children, their findings should have some relevance for the wider field of computer assisted language learning in general.

关键词： computer assisted Instruction computer Graphics computer Simulation Courseware Elementary Secondary Education Futures (of Society) language Handicaps learning Theories Microcomputers Native language Instruction Pretests Posttests Remedial InstructionNatural language computer assisted language learning Courseware Evaluation Empirical Research

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FL-IDE - HYPERTEXT FOR STRUCTURING A CONCEPTUAL DESIGN FOR computer-assisted language-learning

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INSTRUCTIONAL SCIENCE 1989年第1期18卷 5-26页

作者： SWARTZ, ML RUSSELL, DM XEROX CORP PALO ALTO RES CTRPALO ALTOCA 94304

A compelling problem for language pedagogues is teaching foreign languages to students so they can retain and use the language skills in real communicative situations. One way to help students learn these skills is to understand and improve current pedagogical approaches to language learning. New technology such as computer-assisted language learning (CALL) provides pedagogues with rich, multimedia environments for presenting instruction. At the same time, deciding what to present and how to organize the instruction in CALL provides a new challenge. In response to this problem, we discuss preliminary results of a research effort for developing an instructional design environment (IDE) that is uniquely tailored to the needs of developing foreign language instruction. Hypertext features in the IDE software are used to capture and organize into one coherent framework the corpora of theoretical, instructional, and content material that affects foreign language instruction.

关键词： computer assisted Instruction Instructional Design Instructional Innovation learning Processes Multimedia Instruction Second language InstructionIntelligent Tutoring Systems Knowledge Representation Knowledge Engineering computer assisted language learning Hypertext

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IF YOU CANT OPEN THE BLACK-BOX, OPEN A WINDOW - OR, HOW TO VISUALIZE DEPENDENCY RELATIONSHIPS WHEN MAPPING MEANING ONTO FORM

IF YOU CANT OPEN THE BLACK-BOX, OPEN A WINDOW - OR, HOW TO V...

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3RD COGNITIVA SYMP ( COGNIVITA 90 ) : AT THE CROSSROADS OF ARTIFICIAL INTELLIGENCE, COGNITIVE SCIENCE, AND NEUROSCIENCE

作者： ZOCK, M

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AN INTELLIGENT TUTORING SYSTEM FOR HELPING-CHILDREN AGED 7 TO 15 TO ACQUIRE A 2ND language

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INSTRUCTIONAL SCIENCE 1989年第1期18卷 27-43页

作者： BUTTON, CG UNIV GLASGOW DEPT PSYCHOL GLASGOW G12 8RT SCOTLAND

Traditional approaches to teaching a foreign language in Artificial Intelligence (AI) systems restrict the computer to correcting grammar or vocabulary; this is similar to structural teaching strategies (STS) in which a second language (L2) is learned in relation to a first language (L1). By contrast, this paper suggests that the role of a computer tutor in language learning need not necessarily be confined to that of a foreign language expert. It investigates ways in which to represent both the learner's L2 skills and the foreign language expert. These lead to a novel computational method for teaching a foreign language, suitable for children aged 7 to 15.

关键词： Artificial Intelligence computer assisted Instruction Elementary Secondary Education Futures (of Society) Instructional Design learning Theories Literature Reviews Second language learningIntelligent Tutoring Systems Prototypes computer assisted language learning Conceptual Dependency Theory

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computerS AND language-learning - MISGUIDED ASSUMPTIONS

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BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY 1989年第1期20卷 41-46页

作者： DUDLEYMARLING, C SEARLE, D YORK UNIV FAC EDUC N YORK M3J 1P3 ONTARIO CANADA

There has been a rapid increase in the availability of computer assisted instruction (CAI) software for teaching oral language skills. Despite the growing popularity of CAI in education, such an approach to language teaching fragments and isolates language learning from the context of its use and conflicts with current theory and research in language development and learning. The greatest potential for microcomputers in language learning may be as a medium for increasing student opportunities for using language by bringing students and teachers together around a shared activity. .overlined { text-decoration: overline; } .struck { text-decoration:line-through; } .underlined { text-decoration:underline; } .doubleUnderlined { text-decoration:underline;border-bottom:1px solid #000; } Enhanced Article (HTML) Get PDF (406K)Get PDF (406K) More content like thisFind more content: like this articleFind more content written by: Curt Dudley-Marling Dennis Searle All Authors

关键词： computer assisted Instruction Courseware Educational Environment Educational Theories Elementary Education Interaction language Acquisition language Research Man Machine Systems Microcomputers Oral languagecomputer assisted language Instruction computer assisted language learning

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