Perspectives on Technology in Learning and Teaching Languages

By Richard G. Kern. 2006

542 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/fa2381fa4a153c98edaaf490c8d79feef3b7b120

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In Education

In Language and Linguistics

In Human-Computer Interaction

Citations in the corpus

Second Language Use, Socialization, and Learning in Internet Interest Communities and Online Gaming (2009, unknown): “The use of synchronous chat in VEs makes relevant the extensive history of research on CMC (Danet & Herring, 2007; Herring, 1996; Nardi, 2003; Walther, 2007) and CMC in language education (Blyth, 2008; Chun, 2008; Kern, 2006; Magnan, 2008; O’Dowd, 2003; Ortega, 1997; Thorne, 2006, 2008a, 2008b).”
Language learning through social networks: Perceptions and reality (2016, background): “On the other hand, language use on the Internet is often criticized as being less correct and less coherent than other forms of language use, and as having disrupted adjacency (Herring, 1999; Kern, 2006).”
Teaching and assessing L2 pragmatics: What can we expect from learners? (2008, background): “Technology brings with it the promise of exciting new venues for language learners: rapid evolution of communication technologies has changed language pedagogy and language use, enabling new forms of discourse, new forms of authorship, and new ways to create and participate in communities (Kern 2006”
Intercultural Competence and Cultural Learning through Telecollaboration. (2012, background): “Nonetheless, the need for specific strategies of how best to incorporate online communication tools in foreign language instruction remains (Kern, 2006), and researchers still raise the question of what assessment strategies should be used to measure intercultural competence (Schulz et al.”
Understanding telecollaboration through an analysis of intercultural discourse (2010, background): “…Internet technologies are being implemented to link foreign and second language learners in institutionalized settings in different countries to engage in cost-effective exchanges for developing intercultural awareness and linguistic proficiency (Davis, Cho, & Hagenson, 2005; Kern, 2006).”