LEADER 00949nam0-2200313---450- 001 990009834000403321 005 20140408083113.0 035 $a000983400 035 $aFED01000983400 035 $a(Aleph)000983400FED01 035 $a000983400 100 $a20140306d2012----km-y0itay50------ba 101 0 $aita 102 $aIT 105 $ay-------001yy 200 1 $aConoscenza e interpretazione$eL'inaspettata converenza tra l'epistemologia di Popper e l'ermeneutica di Gadamer$fGiuseppe Franco 210 $aSoveria Mannelli$cRubbettino$d2012 215 $a287 p.$d23 cm 225 1 $aUniversitą 610 0 $aPopper Karl (filosofo, 1902-1994)$aStudi 610 0 $aGadamer, Hans Georg 700 1$aFranco,$bGiuseppe$02761 801 0$aIT$bUNINA$gREICAT$2UNIMARC 901 $aBK 912 $a990009834000403321 952 $aII L 100$b50679$fFSPBC 959 $aFSPBC 996 $aConoscenza e interpretazione$9836357 997 $aUNINA LEADER 05783nam 2200685 450 001 9910465058803321 005 20200520144314.0 010 $a90-272-7019-8 035 $a(CKB)3710000000168315 035 $a(EBL)1730201 035 $a(SSID)ssj0001262570 035 $a(PQKBManifestationID)12569150 035 $a(PQKBTitleCode)TC0001262570 035 $a(PQKBWorkID)11216838 035 $a(PQKB)10005634 035 $a(MiAaPQ)EBC1730201 035 $a(Au-PeEL)EBL1730201 035 $a(CaPaEBR)ebr10891863 035 $a(CaONFJC)MIL625518 035 $a(OCoLC)883374073 035 $a(EXLCZ)993710000000168315 100 $a20140722h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aTechnology-mediated TBLT $eresearching technology and tasks /$fedited by Marta Go?nzalez-Lloret, University of Hawai'i at Manoa ; Lourdes Ortega, Georgetown University 210 1$aAmsterdam, Netherlands ;$aPhiladelphia, Pennsylvania :$cJohn Benjamins Publishing Company,$d2014. 210 4$d©2014 215 $a1 online resource (342 p.) 225 1 $aTask-Based Language Teaching: Issues, Research and Practice (TBLT) ;$vVolume 6 300 $aDescription based upon print version of record. 311 $a90-272-0727-5 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aTechnology-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 327 $aEarly 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 computer-mediated contexts; Task complexity and language production; Prior knowledge and task-based performance 327 $aThe 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 327 $aQualitative 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 327 $aOur 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 327 $aChapter 6.TBLT and synthetic immersive environments 330 $aThis chapter describes and evaluates an intermediate online, task-based Chinese course through an analysis of learner performance on the course tasks and assessments, including the performance-based assessments (PBAs) developed specifically for the course. After a brief consideration of online instruction and task-based language teaching (TBLT), the online TBLT course is described in some depth and the technology-mediated pedagogic tasks and associated PBAs are presented. The findings from these tasks and assessments are then reported, followed by a discussion of what the outcomes data reveale 410 0$aTask-based language teaching ;$vVolume 6. 606 $aLanguage and languages$xComputer-assisted instruction 606 $aLanguage and languages$xStudy and teaching$xMethodology 606 $aTask analysis in education 608 $aElectronic books. 615 0$aLanguage and languages$xComputer-assisted instruction. 615 0$aLanguage and languages$xStudy and teaching$xMethodology. 615 0$aTask analysis in education. 676 $a418.0078/5 702 $aGonza?lez-Lloret$b Marta 702 $aOrtega$b Lourdes 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910465058803321 996 $aTechnology-mediated TBLT$91973518 997 $aUNINA