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Languages for Specific Purposes in Theory and Practice is a collection of essays which will appeal to teachers of modern languages no matter the level of instruction. The essays highlight the latest developments of Foreign Language Teaching in the Balkan countries, Eastern and Western Europe and the Middle East. The field of Language for Specific Purposes (LSP) is one of the richest areas of second language research and practice because increasing globalization and changing technologies spawn new modes of intercultural connection and new occasions for second language use. Languages for Specific Purposes in Theory and Practice compasses this burgeoning field by presenting new research and commentary from some of the field’s leading practitioners. This book surveys the approaches and methods in foreign language teaching, such as grammar translation, language evaluation, communication competence, critical thinking skills, communicative language teaching, and the natural approach. Teachers and teachers-in-training will discover in this book a comprehensive survey and analysis of the major and minor teaching methods used around the world. It is addressed to a wide audience that includes Language for Specific Purposes teachers and researchers, although the contents will also be relevant to applied linguists working in other fields. This book contains research studies as well as educational experiences and proposals, presented from different perspectives and backgrounds (both geographical and cultural), all of which are theoretically grounded and with a clear and sound rationale. Readers will find a variety of educational projects and research studies situated in specific educational contexts and in particular geographical locations.
Gives a comprehensive overview of the field including historical and interdisciplinary perspectives. Looks at the relationship between the theory and application of Computer-Assisted Language Learning. Describes how the computer is conceptualized as both tutor and tool, and discusses the implications for computer programming, language teaching, and learning. So far the development of Computer-Assisted Language Learning (CALL) has been fragmented. The points of departure for CALL projects have been enormously varied, and when the projects have been written up, they rarely refer to those that have gone before. Michael Levy addresses this shortcoming, setting CALL work into a context, both historical and interdisciplinary. He is the first person in the field to consider CALL as a body of work. He also aims to identify themes and patterns of development that relate contemporary CALL to earlier projects. The author goes on to explore how CALL practitioners have conceptualized the use of the computer in language teaching and learning. He achieves this through a detailed review of the literature, and through the results of an international CALL Survey, where key CALL practitioners from 18 countries respond to questions on aspects of CALL materials development. Drawn from this rich source of information on actual CALL practice, Michael Levy analyses and expands on a tutor-tool framework. He shows this to be of value for a better understanding of methodology, integration of CALL into the curriculum, the role of the teacher and learner, and evaluation.
The implementation of technological tools in classroom settings provides significant enhancements to the learning process. When utilized properly, students can achieve better knowledge and understanding. Multiculturalism and Technology-Enhanced Language Learning is a critical source of research for the latest perspectives on the intersection of cross-cultural studies and technology in foreign language learning classrooms. Highlighting pertinent topics across a range of relevant coverage, such as mobile learning, game-based learning, and distance education, this book is ideally designed for educators, researchers, academics, linguists, and upper-level students interested in the latest innovations for language education.