This book examines the theoretical and methodological research issues that underlie the design and use of interactive technology. The analysis directs attention to three human capacities: cognition, communication and interaction. The examination of these capacities is embedded in understanding concepts of communication and interaction and their application; conceptions of knowledge and cognition; and the role of aesthetics and ethics in design.

The implicit/ explicit distinction is central to our understanding of the nature of L2 acquisition. This book begins with an account of how this distinction applies to L2 learning, knowledge and instruction. It then reports a series of studies describing the development of a battery of tests providing relatively discrete measurements of L2 explicit/ implicit knowledge. These tests were then utilized to examine a number of key issues in SLA - the learning difficulty of different grammatical structures, the role of L2 implicit/ explicit knowledge in language proficiency, the relationship between learning experiences and learners’ language knowledge profiles, the metalinguistic knowledge of teacher trainees and the effects of different types of form-focused instruction on L2 acquisition. The book concludes with a consideration of how the tests can be further developed and applied in the study of L2 acquisition.

A reference on Computer Assisted Language Learning for administrators, teachers, and researchers. Includes methodology and concordancing, etc. Suitable for self-study, and developing teaching methods.

Cet ouvrage offre un panorama des méthodes et des outils utilisables pour les analyses phonétiques sur de grands corpus oraux. Les ressources considérables dont nous disposons aujourd'hui dans le domaine de l’oral, en sont venues à jouer un rôle majeur pour les phonologues et les phonéticiens, qui entreprennent de soumettre leurs hypothèses théoriques à des tests empiriques étendus. On a vu se généraliser l'utilisation d'un large ensemble d'instruments et de méthodes pour le traitement et l'analyse automatique des données recueillies. L'ouvrage aborde notamment le prétraitement des données acoustiques, l’extraction (semi-)automatique des paramètres d’analyse, la mise en relation entre les données acoustiques et les catégories phonologiques. L’accent est placé sur le français, et les données recueillies dans le projet « Phonologie du français contemporain » sont utilisées dans de nombreux exemples. Une large place est accordée à la contribution des technologies de la parole, et notamment les systèmes de reconnaissance automatique de la parole, à l’analyse phonétique des grands corpus oraux.

Volume 2 treats, in great detail and, at times quite innovatively, the individual stages of development of the study of language as an autonomous discipline, from the growing awareness in 17th and 18th century Europe of genetic relationships among a host of languages to the establishment of comparative-historical Indo-European linguistics in the 19th century, from the generation of the Schlegels, Bopp, Rask, and Grimm to the Neogrammarians and the application of the comparative method to non-Indo-European languages from all over the globe. Typological linguistic interests, first synthesized by Humboldt, as well as the development of various other non-historical endeavours in the 19th and the first half of the 20th century, such as language and psychology, semantics, phonetics, and dialectology, receive ample attention.

The concept of Pedagogical Norm is grounded in both sociolinguistic and psycholinguistic principles. Pedagogical norms guide the selection and sequencing of target language features for language teaching and learning. This book both situates and expands on this concept highlighting the interaction of research and pedagogy. The papers collectively illustrate how the concept of pedagogical norm applies to all components of language, including phonology, morphology, syntax, and discourse. The book begins with a discussion of definitions including papers that trace the history of the concept and define what is meant by norms. Also included are papers that apply the concept of pedagogical norms in specific contexts (e.g., intonation, morphology) and to specific languages. Finally, pedagogical norms are extended beyond the more traditional areas of grammatical competence to such disparate areas as listening, discourse, and circumlocution.