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This title is printed to order. This book may have been self-published. If so, we cannot guarantee the quality of the content. In the main most books will have gone through the editing process however some may not. We therefore suggest that you be aware of this before ordering this book. If in doubt check either the author or publisher’s details as we are unable to accept any returns unless they are faulty. Please contact us if you have any questions.
The book concerns the ways in which the new media shape communication along with educational expectations and practices in foreign language classrooms. Although foreign language learners have cheap and easy access to information and ways of communication, they also wrestle with problems that have always accompanied language learning. The focus of the book is two-fold. On the one hand, the authors demonstrate how using social networks, videoconferencing, mobile phones, wikis, and computer-mediated interaction contributes to the development of language skills, negotiated interaction, autonomy, and intercultural competence. On the other, they discuss old issues pertaining to the role of vocabulary, corrective feedback, textbooks and inner speech in the process of language learning and use. Every chapter reports original empirical research on issues related to the new media and old problems in foreign language teaching contexts in various countries, and with respect to various age groups.
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This title is printed to order. This book may have been self-published. If so, we cannot guarantee the quality of the content. In the main most books will have gone through the editing process however some may not. We therefore suggest that you be aware of this before ordering this book. If in doubt check either the author or publisher’s details as we are unable to accept any returns unless they are faulty. Please contact us if you have any questions.
The book concerns the ways in which the new media shape communication along with educational expectations and practices in foreign language classrooms. Although foreign language learners have cheap and easy access to information and ways of communication, they also wrestle with problems that have always accompanied language learning. The focus of the book is two-fold. On the one hand, the authors demonstrate how using social networks, videoconferencing, mobile phones, wikis, and computer-mediated interaction contributes to the development of language skills, negotiated interaction, autonomy, and intercultural competence. On the other, they discuss old issues pertaining to the role of vocabulary, corrective feedback, textbooks and inner speech in the process of language learning and use. Every chapter reports original empirical research on issues related to the new media and old problems in foreign language teaching contexts in various countries, and with respect to various age groups.