Network-based Language Teaching: On-line learning in second language classrooms: An ethnographic study
Network-based Language Teaching: On-line learning in second language classrooms: An ethnographic study
复制标题
基于网络的语言教学：第二语言课堂中的在线学习：民族志研究
DOI：
10.1017/cbo9781139524735.005
复制
发表时间：
2000
期刊：
影响因子：
--
通讯作者：
M. Warschauer
中科院分区：
文献类型：
--
作者：
M. Warschauer
埃利斯，R.（1984）。课堂第二语言发展：课堂互动和语言习得的研究。牛津：佩加蒙出版社。希金斯，J.（1988）。语言、学习者和计算机：人类智能和人工智能。伦敦：朗文。荷兰，N.（1975）。五位读者在读。纽约：牛津大学出版社。伊瑟尔，W. (1974)。隐含的读者：从班扬到贝克特的散文小说中的交流模式。巴尔的摩：约翰霍普金斯大学出版社。伊瑟尔，W. (1978)。阅读的行为。巴尔的摩：约翰霍普金斯大学出版社。兰格，J.（1991）。作为探索的讨论：文学和可能性的视野。报告系列 6.3。奥尔巴尼：纽约州立大学奥尔巴尼分校国家文学教学研究中心。 Meskill, c.、Swan, K. 和 Frazer, M. (1997)。支持基于反应的文学教学的工具：节拍一代的多媒体探索。报告 2.29。奥尔巴尼：纽约州立大学奥尔巴尼分校国家文学教学研究中心。米勒，S.（1993）。创造变革：走向对话式教学法。报告系列 2.18。奥尔巴尼：纽约州立大学奥尔巴尼分校国家文学教学研究中心。新伦敦集团（1996）。多元文学教学法：设计社会未来。哈佛教育评论，66, 60-92。帕普特，S.（1993）。儿童机器：重新思考计算机时代的学校。纽约：基础书籍。彭菲尔德，J.（1987）。媒体：交际语言学习的催化剂。马萨诸塞州雷丁：艾迪生-韦斯利。罗森布拉特，L.（1978）。读者、文本、诗歌。卡本代尔：南伊利诺斯大学出版社。萨维农，S.（1983）。交际能力：理论和课堂实践。马萨诸塞州雷丁：艾迪生-韦斯利。萨维尼翁，S.（1991）。交际语言教学：最先进的。 TESOL 季刊，25，261-277。斯奈德，T.，＆帕尔蒂尔，J.（1986）。寻找最奇妙的事物：儿童、教育和计算机。马萨诸塞州雷丁：艾迪生-韦斯利。斯特维克，E.（1980）。教学语言：一种方式。马萨诸塞州罗利：纽伯里之家。瓦格纳-高夫，J. 和哈奇，E. (1975)。输入数据在第二语言研究中的重要性。语言学习，25, 997-307。维诺格拉德，T. 和弗洛雷斯，F. (1988)。理解计算机和认知：设计的新基础。马萨诸塞州雷丁：艾迪生-韦斯利。 3 第二语言课堂在线学习
Ellis, R. (1984). Classroom second language development: A study of classroom interaction and language acquisition. Oxford: Pergamon Press. Higgins, J. (1988). Language, learners and computers: Human intelligence and artificial unintelligence. London: Longman. Holland, N. (1975). Five readers reading. New York: Oxford Universiry Press. Iser, W. (1974). The implied reader: Patterns of communication in prose fiction from Bunyan to Beckett. Baltimore: Johns Hopkins University Press. Iser, W. (1978). The act of reading. Baltimore: Johns Hopkins University Press. Langer, J. (1991). Discussion as exploration: Literature and the horizon of pos sibilities. Report Series 6.3. Albany: National Research Center on Literature Teaching and Learning, State University of New York at Albany. Meskill, c., Swan, K., & Frazer, M. (1997). Tools for supporting response-based literature teaching and learning: A multimedia exploration of the beat gen eration. Report 2.29. Albany: National Research Center on Literature Teaching and Learning, State University of New York at Albany. Miller, S. (1993). Creating change: Towards a dialogic pedagogy. Report Se ries 2.18. Albany: National Research Center on Literature Teaching and Learning, State University of New York at Albany. New London Group (1996). A pedagogy of multiliteracies: Designing social fu tures. Harvard Educational Review, 66, 60-92. Papert, S. (1993). The children's machine: Rethinking school in the age of the computer. New York: Basic Books. Penfield, J. (1987). The media: Catalysts for communicative language learning. Reading, MA: Addison-Wesley. Rosenblatt, L. (1978). The reader, the text, the poem. Carbondale: Southern Illi nois University Press. Savignon, S. (1983). Communicative competence: Theory and classroom prac tice. Reading, MA: Addison-Wesley. Savignon, S. (1991). Communicative language teaching: The state of the art. TESOL Quarterly, 25, 261-277. Snyder, T., & PallTIer, J. (1986). In search of the most amazing thing: Children, education and computers. Reading, MA: Addison-Wesley. Stevik, E. (1980). Teaching languages: A way and ways. Rowley, MA: Newbury House. Wagner-Gough, J., & Hatch, E. (1975). The importance of input data in second language studies. Language Learning, 25, 997-307. Winograd, T., & Flores, F. (1988). Understanding computers and cognition: A new foundation for design. Reading, MA: Addison-Wesley. 3 On-line learning in second language classrooms