{"product_id":"the-handbook-of-technology-and-second-language-teaching-and-learning-isbn-9781118914038","title":"The Handbook of Technology and Second Language Teaching and Learning","description":"\u003cp\u003e\u003ci\u003eThe Handbook of Technology and Second Language Teaching and Learning\u003c\/i\u003e presents a comprehensive exploration of the impact of technology on the field of second language learning.\u003c\/p\u003e \u003cp\u003eThe rapidly evolving language-technology interface has propelled dramatic changes in, and increased opportunities for, second language teaching and learning.  Its influence has been felt no less keenly in the approaches and methods of assessing learners' language and researching language teaching and learning.\u003c\/p\u003e \u003cp\u003eContributions from a team of international scholars make up the \u003ci\u003eHandbook\u003c\/i\u003e consisting of four parts: language teaching and learning through technology; the technology-pedagogy interface; technology for L2 assessment; and research and development of technology for language learning. It considers how technology assists in all areas of language development, the emergence of pedagogy at the intersection of language and technology, technology in language assessment, and major research issues in research and development of technologies for language learning. It covers all aspects of language including grammar, vocabulary, reading, writing, listening, speaking, pragmatics, and intercultural learning, as well as new pedagogical and assessment approaches, and new ways of conceiving and conducting research and development. \u003c\/p\u003e \u003cp\u003e\u003ci\u003eThe Handbook of Technology and Second Language Teaching and Learning\u003c\/i\u003e demonstrates the extensive, multifaceted implications of technology for language teachers, learners, materials-developers, and researchers.\u003c\/p\u003e \u003cp\u003eNotes on Contributors ix\u003c\/p\u003e \u003cp\u003eAcknowledgments xv\u003c\/p\u003e \u003cp\u003e1 Introduction to the Handbook of Technology and Second Language Teaching and Learning 1\u003cbr\u003e\u003ci\u003eCarol A. Chapelle \u003c\/i\u003eand\u003ci\u003e Shannon Sauro\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e2 From Past to Present: A Hundred Years of Technology for L2 Learning 10\u003cbr\u003e\u003ci\u003eSue E. K. Otto\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e3 Technologies for Teaching and Learning L2 Grammar 26\u003cbr\u003e\u003ci\u003eTrude Heift \u003c\/i\u003eand\u003ci\u003e Nina Vyatkina\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e4 Technologies for Teaching and Learning L2 Vocabulary 45\u003cbr\u003e\u003ci\u003eQing Ma\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e5 Technologies for Teaching and Learning L2 Reading 62\u003cbr\u003e\u003ci\u003eMeei‐Ling Liaw \u003c\/i\u003eand\u003ci\u003e Kathryn English\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e6 Technology and L2 Writing 77\u003cbr\u003e\u003ci\u003eZhi Li, Ahmet Dursun \u003c\/i\u003eand\u003ci\u003e Volker Hegelheimer\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e7 Technologies for Teaching and Learning L2 Listening 93\u003cbr\u003e\u003ci\u003ePhilip Hubbard\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e8 Technologies for Teaching and Learning L2 Speaking 107\u003cbr\u003e\u003ci\u003eRobert J. Blake\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e9 Technologies for Teaching and Learning Intercultural Competence and Interlanguage Pragmatics 118\u003cbr\u003e\u003ci\u003eJulie M. Sykes\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e10 Distance Language Teaching with Technology 134\u003cbr\u003e\u003ci\u003eCynthia J. White\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e11 Blended Language Learning: Research and Practice 149\u003cbr\u003e\u003ci\u003eMaja Grgurović\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e12 Telecollaboration 169\u003cbr\u003e\u003ci\u003eMelinda Dooly\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e13 The Continuing Evolution of Virtual Worlds for Language Learning 184\u003cbr\u003e\u003ci\u003eRandall W. Sadler\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e14 Digital Gaming in L2 Teaching and Learning 202\u003cbr\u003e\u003ci\u003eJonathon Reinhardt\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e15 Mobile Learning Revolution: Implications for Language Pedagogy 217\u003cbr\u003e\u003ci\u003eAgnes Kukulska‐Hulme, Helen Lee, \u003c\/i\u003eand\u003ci\u003e Lucy Norris\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e16 Technology for Task‐based Language Teaching 234\u003cbr\u003e\u003ci\u003eMarta González‐Lloret\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e17 Language for Specific Purposes and Corpus‐based Pedagogy 248\u003cbr\u003e\u003ci\u003eElena Cotos\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e18 Technology, New Literacies, and Language Learners 265\u003cbr\u003e\u003ci\u003ePaige Ware\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e19 Language Teacher Education and Technology 278\u003cbr\u003e\u003ci\u003eGreg Kessler \u003c\/i\u003eand\u003ci\u003e Philip Hubbard\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e20 Integrating Assessment with Instruction through Technology 293\u003cbr\u003e\u003ci\u003eJoan Jamieson \u003c\/i\u003eand\u003ci\u003e Matteo Musumeci\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e21 Technology and High‐stakes Language Testing 317\u003cbr\u003e\u003ci\u003eJonathan E. Schmidgall \u003c\/i\u003eand\u003ci\u003e Donald E. Powers\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e22 Validation of Technology‐assisted Language Tests 332\u003cbr\u003e\u003ci\u003eYoo‐Ree Chung\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e23 Authoring Language‐Learning Courseware 348\u003cbr\u003e\u003ci\u003eRobert Godwin‐Jones\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e24 Design‐based Research 364\u003cbr\u003e\u003ci\u003eJulio C. Rodriguez\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e25 Evaluation of Technology and Language Learning 378\u003cbr\u003e\u003ci\u003eCarol A. Chapelle\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e26 Research Methods for Investigating Technology for Language and Culture Learning 393\u003cbr\u003e\u003ci\u003eDorothy M. Chun\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e27 CALL Meta‐analyses and Transparency Analysis 409\u003cbr\u003e\u003ci\u003eHsien‐Chin Liou \u003c\/i\u003eand\u003ci\u003e Hui‐Fen Lin\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e28 Researching Technology‐mediated Multimodal Interaction 428\u003cbr\u003e\u003ci\u003eThierry Chanier \u003c\/i\u003eand\u003ci\u003e Marie‐Noelle Lamy\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e29 Technology‐Enhanced SLA Research 444\u003cbr\u003e\u003ci\u003eBryan Smith \u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e30 Toward Langua‐technocultural Competence 459\u003cbr\u003e\u003ci\u003eShannon Sauro \u003c\/i\u003eand\u003ci\u003e Carol A. Chapelle\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIndex 473\u003c\/p\u003e \u003cp\u003e“Modern tools and applications are discussed throughout the book in terms of their effects on language learning and instruction, which can guide novice and experienced teachers and researchers in the field. Articulated by some of the best scholars in the assessment field, the volume is, thus, a valuable source of contemporary theory, research, applications, and ideas about using technology for language learning.” - \u003ci\u003eLINGUIST List\u003c\/i\u003e 29.4114\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCarol A. Chapelle\u003c\/b\u003e is Distinguished Professor of Liberal Arts and Sciences at Iowa State University. She is editor of the \u003ci\u003eEncyclopedia of Applied Linguistics\u003c\/i\u003e (Wiley-Blackwell, 2013), Co-editor of the Cambridge Series in Applied Linguistics, as well as a past editor of \u003ci\u003eTESOL Quarterly and Language Testing.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eShannon Sauro\u003c\/b\u003e is Associate Professor in the Department of Culture, Languages and Media in the Faculty of Education and Society at Malmö University, Sweden. She is the former President of the Computer-Assisted Language Instruction Consortium (CALICO).\u003c\/p\u003e \u003cp\u003e\"I cannot imagine a more comprehensive overview of the role of technology in teaching and learning second and foreign languages. In this volume, some of the best writers in the field provide us with the state of the art as well as insights into how the different areas of research and practice are likely to develop in the future. I imagine this will be of great interest to newcomers to the field, as well as seasoned researchers.\"\u003cbr\u003e —\u003cb\u003eRobert O'Dowd,\u003c\/b\u003e Associate Professor, Universidad de Léon, Spain\u003c\/p\u003e \u003cp\u003e\"Covering all the major aspects of CALL research from a variety of perspectives, this Handbook is a must-read for all researchers who want to keep abreast of the domain.\"\u003cbr\u003e —\u003cb\u003eNicolas Guichon,\u003c\/b\u003e Professor at Université Lyon 2, Laboratoire ICAR, France\u003c\/p\u003e \u003cp\u003e\u003ci\u003eThe Handbook of Technology and Second Language Teaching and Learning\u003c\/i\u003e presents a comprehensive exploration of the impact of technology on the field of second language learning.\u003c\/p\u003e \u003cp\u003eThe rapidly evolving language-technology interface has propelled dramatic changes in, and increased opportunities for, second language teaching and learning. Its influence has been felt no less keenly in the approaches and methods of assessing learners' language and researching language teaching and learning.\u003c\/p\u003e \u003cp\u003eWith contributions from a team of international scholars, the \u003ci\u003eHandbook\u003c\/i\u003e consists of four parts: language teaching and learning through technology, the technology–pedagogy interface, technology for L2 assessment, and research and development of technology for language learning. It considers how technology assists in all areas of language development, the emergence of pedagogy at the intersection of language and technology, technology in language assessment, and major research issues in research and development of technologies for language learning. It covers all aspects of language including grammar, vocabulary, reading, writing, listening, speaking, pragmatics, and intercultural learning, as well as new pedagogical and assessment approaches, and new ways of conceiving and conducting research and development.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eThe Handbook of Technology and Second Language Teaching and Learning\u003c\/i\u003e demonstrates the extensive, multifaceted implications of technology for language teachers, learners, materials-developers, and researchers.\u003c\/p\u003e \u003cp\u003e\"I cannot imagine a more comprehensive overview of the role of technology in teaching and learnign second and foreign languages. In this volume, some of the best writers in the field provide us with the state of the art as well as insights into how the different areas of research and practice are likely to develop in the future. I imagine this will be of great interest to newcomers in the field, as well as seasoned researchers.\" - \u003cb\u003eRobert O'Dowd\u003c\/b\u003e, Associate Professor, Universidad de Leon, Spain\u003c\/p\u003e \u003cp\u003e\"Covering all the major aspects of CALL research from a variety of perspectives, this \u003ci\u003eHandbook \u003c\/i\u003eis a must-read for all researchers who want to keep abreast of the domain.\" - \u003cb\u003eNicholas Guichon\u003c\/b\u003e, Professor at Universite Lyon 2, Laboratoire ICAR, France\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e \u003cp\u003e“Featuring accessible writing styles, authentic references, comprehensive overviews, enlightening pedagogical commentary, elaborate theoretical elucidation, and critical evaluation, \u003ci\u003eThe handbook of technology and second language teaching and learning \u003c\/i\u003eis a truly valuable reference work not only for SLA researchers and language teachers, but also for undergraduates and postgraduates involved in SLA research.”\u003c\/p\u003e \u003cp\u003e“The greatest strength of the handbook lies in the strong integration and cross-fertilization between theories and practice. SLA-centered theoretical frameworks, together with technology-assisted teaching modes, are often tested in the classroom, and understanding of classroom language and behavior can feed into the betterment of technologies and the advancement of theoretical notions. The synergy between technologies of various kinds and SLA in different cultures and nations is fully demonstrated and examined.”\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47990254403813,"sku":"NP9781118914038","price":218.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118914038.jpg?v=1761787082","url":"https:\/\/k12savings.com\/products\/the-handbook-of-technology-and-second-language-teaching-and-learning-isbn-9781118914038","provider":"K12savings","version":"1.0","type":"link"}