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General Editors' Preface | |
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Acknowledgements | |
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Publisher's Acknowledgements | |
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Introduction | |
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Key concepts | |
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The emergence of CALL | |
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A broad discipline | |
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Technology driving CALL | |
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The changing focus of research in CALL | |
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Summary | |
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A brief history of CALL | |
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CALL in the 1950s and 1960s | |
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Simulations | |
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CALL in the 1970s and 1980s | |
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CALL in the 1990s | |
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CALL in the twenty-first century | |
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Summary | |
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Hypertext, hypermedia and multimedia | |
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Hypertext | |
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Hypermedia | |
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Multimedia | |
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Antecedents of multimedia | |
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Science fiction and CALL | |
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The printed book and CALL | |
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Applications to general learning | |
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Application of multimedia to language learning | |
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Summary | |
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Eight Call application | |
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Word processing | |
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Games | |
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Literature | |
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Corpus linguistics | |
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Computer-mediated communication | |
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WWW resources | |
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Adapting other materials for CALL | |
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Personal Digital Assistants (PDAs) and mobile telephones | |
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Summary | |
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The place of CALL in research and teaching | |
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Second-Language Acquisition and models of instruction | |
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Concepts is SLA, behaviourism and constructivism | |
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Comprehensible input and output | |
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Behaviorist models of instruction | |
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Constructivism | |
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Summary | |
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Collaboration and negotiation of meaning | |
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The place of collaboration in CALL | |
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Structuring Collaboration | |
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Differences between collaboration and other terms | |
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The range of collaboration and CALL | |
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Collaboration at the Computer | |
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Benefits of collaboration learning at the computer | |
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Collaboration, CALL and SLA | |
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Collaboration at the computer as evidenced by discourse | |
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Challenges to collaboration at the computer | |
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Challenges to collaboration in a CALL context | |
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Discourse that evidences challenges to collaboration | |
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Summary | |
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Defining a model of Call | |
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Defining a model | |
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The need for a CALL model | |
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A model of current non-CALL language learning | |
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Dunkin and Biddle�s model in a CALL context | |
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Various views of CALL | |
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Teacher and pupil classroom behaviour: activities used in CALL | |
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The virtual classroom | |
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Aspsect of CALL model | |
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Summary | |
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Theoretical and pedagogical concems | |
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Concerns for software development | |
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Pedagogical concerns for classroom practice | |
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Evaluating software | |
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Learning and working styles | |
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Evolving technology | |
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Commercial software | |
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Making better use of existing materials | |
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Copyright and plagiarism | |
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Viruses | |
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Safety online | |
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Technological have-nots | |
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Summary | |
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Researching CALL | |
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Current research interest | |
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A new field: reporting CALL research | |
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Approaches to research in CALL | |
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The computer as a research tool | |
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The role of commercial publishers | |
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Reviwing current studies: a survey | |
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Conducting research | |
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Action Research | |
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Summary | |
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Research | |
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Research context 1: The literature review | |
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Research context 2: The pilot study | |
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Research context 3: Corpus linguistics | |
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Research context 4: Error analysis | |
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Research context 5: The experiment | |
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Research context 6: The case study | |
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Research context 7: The survey | |
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Research context 8: The ethnographic approach | |
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Conclusion | |
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Resources and Glossary | |
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Resources | |
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Glossary of key terms | |
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References | |
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Index | |