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標(biāo)題: Titlebook: Online Communication in Language Learning and Teaching; Marie-No?lle Lamy,Regine Hampel Book 2007 Palgrave Macmillan, a division of Macmil [打印本頁(yè)]

作者: interleukins 時(shí)間: 2025-3-21 16:09
書目名稱Online Communication in Language Learning and Teaching影響因子(影響力)

書目名稱Online Communication in Language Learning and Teaching影響因子(影響力)學(xué)科排名

書目名稱Online Communication in Language Learning and Teaching網(wǎng)絡(luò)公開度

書目名稱Online Communication in Language Learning and Teaching網(wǎng)絡(luò)公開度學(xué)科排名

書目名稱Online Communication in Language Learning and Teaching被引頻次

書目名稱Online Communication in Language Learning and Teaching被引頻次學(xué)科排名

書目名稱Online Communication in Language Learning and Teaching年度引用

書目名稱Online Communication in Language Learning and Teaching年度引用學(xué)科排名

書目名稱Online Communication in Language Learning and Teaching讀者反饋

書目名稱Online Communication in Language Learning and Teaching讀者反饋學(xué)科排名

作者: interrupt 時(shí)間: 2025-3-21 22:00

作者: 有花 時(shí)間: 2025-3-22 02:57
Learning Theoriesed by the language all the time), most language teaching is done in a classroom. This instructed approach to L2 learning has given rise to the field of enquiry of second language acquisition (SLA). Two main paradigms have developed within SLA: the first is based on cognitive theories informed by psy

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作者: 油膏 時(shí)間: 2025-3-22 22:13
Asynchronous Forautions were able to adopt them easily from an early stage in the development of the field. This long history has allowed a considerable body of research to grow up around asynchronous fora. Two groups of researchers, broadly aligned with the distinction we made in chapter 2 between cognitive and soc

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作者: Inertia 時(shí)間: 2025-3-23 21:24
An Overview of Practitioner Researchmunity had of influencing the future was to ensure that it took every opportunity to clarify and know what learners need, acquiring and disseminating this knowledge. This, according to Laurillard, the CALL/CMCL community could achieve through the sheer strength of its practitioner research potential

作者: CLAM 時(shí)間: 2025-3-24 01:40

作者: 河流 時(shí)間: 2025-3-24 02:45
Marie-No?lle Lamy,Regine Hampelfolgskritische Prozess. Basierend auf kommunikationstheoretischen Arbeiten beinhaltet der Wissenstransfer stets einen Akteur, der bereit und f?hig ist, Wissen preiszugeben, die übermittlung des Wissens in Form einer Information sowie einen empfangenden Akteur, der aus der Information Wissen rekonstr

作者: 弓箭 時(shí)間: 2025-3-24 06:58
Mediation, Multimodality and Multiliteraciesaffordances and differences for language learning. The focus of the last section is the change from ‘page to screen’ (Snyder, 1998) which has resulted in the development of the concept of multiliteracies.

作者: Lacunar-Stroke 時(shí)間: 2025-3-24 12:46
Audiographic Environments and Virtual Worlds). Often they are open spaces, accessible by the general public as well as by those in a learning group. For the purposes of this chapter we concentrate on virtual worlds that offer more than the written mode.

作者: 使熄滅 時(shí)間: 2025-3-24 16:58
2946-2258 well as virtual worlds and mobile devices, and the practical issues of using them. The authors offer a thorough appraisal of the potential benefits and challenges of learning and teaching a language online.978-0-230-00127-5978-0-230-59268-1Series ISSN 2946-2258 Series E-ISSN 2946-2266

作者: Melanocytes 時(shí)間: 2025-3-24 20:48

作者: 場(chǎng)所 時(shí)間: 2025-3-25 00:14
A Practical Guide to CMCL Practitioner Research to the pedagogic setting and to the research objectives. However, in CMCL, research is conditioned by the computer-mediated nature of the experience, which affects the participants, the conditions in which they are networking, the data they are producing and the practical aspects of data collection and analysis.

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作者: alcoholism 時(shí)間: 2025-3-25 16:15
Synchronous Chat5). Because chat and IM can easily be logged, giving researchers instantaneous transcripts, they are convenient for examining written interaction. Although there are differences between them, for the purpose of this chapter we treat them as one.

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作者: Maximize 時(shí)間: 2025-3-26 12:29
Lines of Enquiry into CMCL and suggest how they might contribute to an increased understanding of the phenomena of mediation and the ecology of learning online. Finally, as part of the ecology of computer-mediated learning, we turn to the new field identified in section 1.5, intercultural learning online, and outline methodo

作者: 江湖郎中 時(shí)間: 2025-3-26 13:24

作者: 痛得哭了 時(shí)間: 2025-3-26 18:44
Online Communication in Language Learning and Teaching

作者: 珍奇 時(shí)間: 2025-3-26 22:48

作者: 忘川河 時(shí)間: 2025-3-27 01:18
Online Communication in Language Learning and Teaching978-0-230-59268-1Series ISSN 2946-2258 Series E-ISSN 2946-2266

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作者: HALL 時(shí)間: 2025-3-27 14:19
https://doi.org/10.1057/9780230592681bibliography; communication; concept; environment; experience; knowledge; language; Language Learning; media

作者: 哀悼 時(shí)間: 2025-3-27 18:12
Teaching OnlineTeachers and tasks facilitate and mediate learning and constitute an important part of online learning (see Figure 3.1). A report on a Europewide survey on the impact of ICT in teaching and learning foreign languages, commissioned in 2002 by the European Community Directorate General of Education and Culture, claims that a

作者: 使人入神 時(shí)間: 2025-3-28 00:12