Information Technology in Languages for Specific Purposes

Issues and Prospects
1. Auflage 2006
ISBN: 978-0-387-28624-2
Verlag: Springer-Verlag
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 267 Seiten

I first used the Internet in fall 1993, as a Fulbright Scholar at Charles University in Prague. I immediately recognized that the Internet would radically transform second language teaching and learning, and within a year had written my first book on the topic, E-Mail for English Teaching. The book galvanized a wave of growing interest in the relationship of the Internet to language learning, and was soon followed by many more books on the topic by applied linguists or educators. This volume, though, represents one of the first that specifically analyzes the relationship of new technologies to the teaching of languages for specific purposes (LSP), and, in doing so, makes an important contribution. The overall impact of information and communication technology (ICT) on second language learning can be summarized in two ways, both of which have special significance for teaching LSP. First, ICT has transformed the context of language learning. The stunning growth of the Internet—resulting in 24 trillion email messages sent in 2005, and more than 600 billion Web pages and 50 million blogs online in the same year—has helped make possible the development of English as the world's first global language.

Autoren/Hrsg.

Inhaltsverzeichnis

1;Dedication;6
2;Contents;7
3;Contributing Authors;10
4;Foreword;11
5;Acknowledgments;14
6;INTRODUCTION;15
6.1;Chapter 1 THE ROLE OF INFORMATION TECHNOLOGY IN LANGUAGES FOR SPECIFIC PURPOSES: SOME CENTRAL ISSUES;16
7;PART I. CORPUS-BASED STUDIES;29
7.1;Chapter 2 CORPUS LINGUISTICS AND ENGLISH FOR ACADEMIC PURPOSES;30
7.2;Chapter 3 INTERACTION IN ACADEMIC SPOKEN ENGLISH: THE USE OF ' I' AND ' YOU' IN THE MICASE;45
7.3;Chapter 4 EXPLORING EPISTEMIC MODALITY IN ACADEMIC DISCOURSE USING CORPORA;62
8;PART II. COMPUTER- MEDIATED COMMUNICATION;81
8.1;Chapter 5 FINDING COMMON GROUND IN LSP: A COMPUTER- MEDIATED COMMUNICATION PROJECT;82
8.2;Chapter 6 UNCOVERING TASKS AND TEXTS - TEACHING ESP THROUGH ONLINE WORKSHOPS;98
8.3;Chapter 7 THE SMAIL PROJECT'. A DIALOGIC APPROACH TO COMPUTER- ASSISTED LANGUAGE LEARNING FOR THE LSP CLASSROOM;112
9;PART III. SPECIFIC TECHNOLOGY- BASED PROJECTS IN DIFFERENT EDUCATIONAL SETTINGS;127
9.1;Chapter 8 TECHNOLOGY FOR TRUST, COLLABORATION, AND AUTONOMY AMONG ASIAN STUDENTS AT THE UNIVERSITY LEVEL;128
9.2;Chapter 9 NETWORKING FOR LEARNING AND TEACHING ENGLISH FOR SPECIFIC PURPOSES;144
10;PART IV. TECHNOLOGY AND LEARNER AUTONOMY IN HIGHER EDUCATION;159
10.1;Chapter 10 LEARNING ENGLISH WITH COMPUTERS AT UNIVERSITY LEVEL;160
10.2;Chapter 11 USING THE INTERNET TO PROMOTE AUTONOMOUS LEARNING IN ESP;180
10.3;Chapter 12 INTEGRATION OF E-LEARNING INTO A TERTIARY EDUCATIONAL CONTEXT;194
11;PART V. TERMINOLOGY AND LEXIS: TEACHING AND TRANSLATION;214
11.1;Chapter 13 THE DEVELOPMENT OF A COMPUTER SCIENCE DICTIONARY, OR HOW TO HELP TRANSLATE THE UNTRANSLATABLE;215
11.2;Chapter 14 THE IMPORTANCE OF KEY WORDS FOR LSP;232
12;CONCLUSIONS;245
12.1;Chapter 15 INFORMATION TECHNOLOGY IN LANGUAGES FOR SPECIFIC PURPOSES: PROSPECTS ON A BRAVE NEW WORLD;246
13;INDEX;261