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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 | |