Pedagogy, Process, and Classroom Context: Integrating Teacher Voice and Experience into Research on Technology-Enhanced Language Learning.
Pedagogy, Process, and Classroom Context: Integrating Teacher Voice and Experience into Research on Technology-Enhanced Language Learning.
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教学法、过程和课堂环境：将教师的声音和经验融入技术增强语言学习的研究中。
DOI：
10.1111/j.1540-4781.2009.00971.x
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
J. Sellen
中科院分区：
文献类型：
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作者：
J. Egbert;L. Huff;Levi McNeil;C. Preuss;J. Sellen
计算机辅助语言学习（CALL）文献指出了对该领域研究的关注，其中许多关注点与一般第二语言习得研究中提到的关注点相似。一个根本问题是普遍未能解决 Garrett（1991）的主张，即研究必须考虑课堂环境。我们相信，通过听取教师的声音、观察结果和担忧，可以最有效地做到这一点。许多作者指出了教师在将技术成功融入教学中的重要性。换句话说，教师在决定 CALL 课堂成功与否方面发挥着至关重要的作用；仅出于这个原因，我们就必须改变我们的研究方式。在本文中，我们回顾了 2000 年至 2008 年发表的关于语言技能习得的 CALL 研究，以证明研究内容和程序方面持续存在的问题。基于这些研究，我们讨论了背景的包容性——特别关注教师参与或开展研究——如何影响我们所知道的和我们所做的。最后，我们提出了一些方法，包括教师声音和经验中缺失的元素，可以帮助我们更完整地回答我们领域的重要问题。 [作者摘要]
Computer-assisted language learning (CALL) literature notes concerns with research in the field, and many of these concerns are similar to those noted for second language acquisition research in general. One fundamental problem is the general failure to address Garrett's (1991) assertion that research must consider classroom context. We believe that this can be done most usefully by including teachers’ voices, observations, and concerns. Many authors note the importance of teachers in the successful integration of technology into instruction. In other words, teachers play a vital role in determining the success of the CALL classrooms; for this reason alone, we must change the way we do research. In this article, we review CALL research on the acquisition of language skills published from 2000 to 2008 to demonstrate ongoing issues with study content and procedure. Based on these studies, we discuss how the inclusion of context—focusing specifically on teacher participation in or conduct of research—can impact both what we know and what we do. We conclude with ways to include missing elements of teacher voice and experience that can help us more completely answer important questions in our field. [ABSTRACT FROM AUTHOR]