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1. |
Record Nr. |
UNINA9910465058803321 |
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Titolo |
Technology-mediated TBLT : researching technology and tasks / / edited by Marta Gónzalez-Lloret, University of Hawai'i at Manoa ; Lourdes Ortega, Georgetown University |
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Pubbl/distr/stampa |
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Amsterdam, Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins Publishing Company, , 2014 |
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©2014 |
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ISBN |
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Descrizione fisica |
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1 online resource (342 p.) |
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Collana |
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Task-Based Language Teaching: Issues, Research and Practice (TBLT) ; ; Volume 6 |
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Disciplina |
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Soggetti |
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Language and languages - Computer-assisted instruction |
Language and languages - Study and teaching - Methodology |
Task analysis in education |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references at the end of each chapters and index. |
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Nota di contenuto |
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Technology-mediated TBLT; Editorial page; Title page; LCC data; Table of content; Chapter 1.Towards technology-mediated TBLT; Introduction; CALL and TBLT: Potential for synergies; Towards a new understanding of technology-and-task integration: Technology-mediated TBLT; Structure of the collection; Summary of the main chapters; Limitations and future research; References; Chapter 2.The need for needs analysis in technology-mediated TBLT; Introduction; Defining and conducting a NA: Needs, wants, desires; Examples of NA in language teaching; The central role of NA in TBLT |
Early NAs in technology-mediated education: Tasks, language, and technology needsPropelling technology to center stage in NA for technology-mediated TBLT; What to include in a NA of technology-mediated TBLT; Tasks; Tools; Digital literacies; Access to technology; Looking forward to the future: A new model of TBLT and needs analysis; Conclusion; References; Chapter 3.Prior knowledge and second language task production in text chat; Introduction; Tasks in |
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computer-mediated contexts; Task complexity and language production; Prior knowledge and task-based performance |
The Cognition Hypothesis and CMCThe present study; Method; Participants; The task; Procedure; Data collection; Coding of complexity, accuracy, and fluency in CMC data; Results; Discussion; Conclusion; References; Chapter 4.Textbooks, tasks, and technology; Introduction; Tasks and TBLT in textbook-bound contexts for L2 learning and teaching; The action research study; Online TBLT design: The Story Telling Contest task; Method; Participants; Task design and implementation; Data collection and analysis; Results; Quantitative evidence of student perceptions |
Qualitative evidence from questionnaires Further insights from interviews; Summary of qualitative perceptions; Evidence from gap-filling test on narrative tenses; Discussion ; Limitations and conclusion; PostScript; References; Digital Tools; Anchor 76; Appendix A; Appendix B; Chapter 5.Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks ; Introduction; Teaching task-based process writing; Collaboration and social, mediated learning; Chats and wikis as Web 2.0 social tools for language learning; The genres of argumentation and exposition |
Our previous research and present research questionsMethod; Participants; Procedure and schedule; The task-based writing module; Data; Analysis; Results; Composition elements: Effects of social tool and genre; Synchronous Interactions in Chats: Collaboration and scaffolding; Accuracy and syntactic complexity of task products; Discussion; The role of chats and wikis in task-based collaborative writing; Insights about writing in two genres; Accuracy and syntactic complexity of essay products; A cautionary note on accuracy ; Limitations and conclusion; References |
Chapter 6.TBLT and synthetic immersive environments |
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Sommario/riassunto |
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This chapter describes and evaluates an intermediate online, task-based Chinese course through an analysis of learner performance on the course tasks and assessments, including the performance-based assessments (PBAs) developed specifically for the course. After a brief consideration of online instruction and task-based language teaching (TBLT), the online TBLT course is described in some depth and the technology-mediated pedagogic tasks and associated PBAs are presented. The findings from these tasks and assessments are then reported, followed by a discussion of what the outcomes data reveale |
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2. |
Record Nr. |
UNINA9910779464803321 |
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Autore |
McAnany Emile G |
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Titolo |
Saving the world [[electronic resource] ] : a brief history of communication for development and social change / / Emile G. McAnany |
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Pubbl/distr/stampa |
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Urbana, : University of Illinois Press, c2012 |
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ISBN |
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0-252-09387-9 |
1-283-99350-3 |
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Descrizione fisica |
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1 online resource (202 p.) |
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Collana |
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Disciplina |
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Soggetti |
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Communication in economic development - History |
Communication in rural development - History |
Communication in social action - History |
Mass media - Social aspects - History |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references (p. [157-168]) and index. |
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Nota di contenuto |
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Communication in the lives of the globe -- Saving the world : beginning of communication for development -- Globalization, discourse and development communication : Unesco as prime mover -- Communication for development : does it work? -- Rethinking the paradigm : the dependency phase -- Another paradigm : participatory communication -- Paradigm for a new millennium : social entrepreneurship -- Past, present and future : an agenda for 2015 and beyond -- The future : some final thoughts. |
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Sommario/riassunto |
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Drawing on the pioneering works of Daniel Lerner, Everett Rogers, and Wilbur Schramm as well as his own personal experiences in the field, McAnany builds a new, historically cognizant paradigm of communication for development and social change for the future that supplements technology with social entrepreneurship. |
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3. |
Record Nr. |
UNINA9910785631603321 |
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Autore |
Ewers Traute <1960-> |
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Titolo |
The origin of American Black English : be-forms in the HOODOO texts / / Traute Ewers |
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Pubbl/distr/stampa |
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Berlin ; ; New York, : Mouton de Gruyter, 1996 |
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ISBN |
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Edizione |
[Reprint 2011] |
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Descrizione fisica |
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1 online resource (339 pages) |
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Collana |
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Topics in English Linguistics [TiEL] ; ; 15 |
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Classificazione |
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Disciplina |
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Soggetti |
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Black English |
English language - United States - Foreign elements - African |
English language - Variation - United States |
African languages - Influence on English |
African Americans - Languages |
Hoodoo (Cult) |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Front matter -- Preface -- Contents -- List of abbreviations -- 1. Introduction -- 2. The HOODOO texts as corpus -- 3. Invariant be -- 4. Be1-forms: conjugated, contracted and zero forms -- 5. Conclusion -- Appendix I. List of informants -- Appendix II. Tagging system -- Appendix III. List of invariant be-forms -- Notes -- References -- Index |
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