An international bibliography of computer- assisted

Transcription

System 30 (2002) 349–398
www.elsevier.com/locate/system
An international bibliography of computerassisted language learning: fifth instalment
Udo O.H. Jung*
University of Bayreuth, Language Centre, D-95440 Bayreuth, Federal Republic of Germany
Received 11 January 2002; accepted 15 January 2002
In continuation of previous efforts1 to document the development of CALL, both
internationally and multilingually, this collection presents a total of 558 entries.
Most of them derive from post-1997 journal articles and book publications, but, as
always, publications which came to my notice belatedly have been included here to
present the over-all picture as completely as possible.
I should like to record, at this instance, my gratitude to the London-based Centre for
Information on Language Teaching and Research (CILT) and its staff, who in August
2001 graciously allowed me to use their extensive collection of journals and books.
In the end, more than 50 national and international journals were searched for
this compilation. As for target languages the following are included in descending
order of magnitude: English (146 entries), German (93), French (73), Spanish (14),
Japanese (13), Latin (13), Ancient Greek (4), Italian (4), Dutch (3), Arabic (2),
Chinese (2), Portuguese (2), Danish (1), Russian (1), and Thai (1). The computersorted order of presentation is alphabetical, as usual, but numbering starts where the
fourth instalment left off, so that this international bibliography can be seen to chalk
up more than 4600 entries.
E-mail address: hmejung@gmx.de (U.O.H. Jung).
Udo O.H. Jung (1988). An international bibliography of computer-assisted language learning with
annotations in German. Frankfurt a.M., Peter Lang [1054 entries: out of print]. Udo O.H. Jung and
Gothild Lieber (1993). An international bibliography of computer-assisted language learning with annotations in German. Volume 2. Frankfurt a.M., Peter Lang. [1997 entries]. Udo O.H. Jung (1994). An
international bibliography of computer-assisted language learning: third instalment. In: Jung, H. and
Vanderplank, R. (eds.). Barriers and bridges: media technology in language learning. Frankfurt a.M.,
Peter Lang, pp. 149–181. [325 entries]. Udo O.H. Jung (1999). An international bibliography of computerassisted language learning: fourth instalment. In: Hogan-Brun, G. and Jung, U.O.H. (eds.). Media—
Multimedia—Omnimedia. Frankfurt a.M., Peter Lang, pp. 157–216. [684 entries].
1
0346-251X/02/$ - see front matter # 2002 Elsevier Science Ltd. All rights reserved.
PII: S0346-251X(02)00019-2
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U.O.H. Jung / System 30 (2002) 349–398
In a very real sense, the user’s guide through the maze of information is contained
in the second part of this publication, which is a subject index. It captures the thematic aspects of CALL using hundreds of index terms. Researchers can combine
these terms to form a dragnet in order to produce their own thematic minibibliographies. Please note that computer brands, application software, programme
titles, programming languages and organizations/institutions are in capital letters.
An explanatory note about index terms and how the documentalist puts these tools
to task may help to shed some light on their practicality. An otherwise very friendly
reviewer of a previous instalment once remarked that for the life of him he could not
see why there were so many entries in the subject index referring to ‘‘Conference
Papers’’. It did not matter, the argument ran, where individual papers originated
from.
It does matter to people who are interested not only in the goods delivered by
CALL researchers but also in distribution channels. Conferences are a very efficient
means of familiarizing a large number of people with new products and methods.
But after a while, new and even more efficient ways (journals, handbooks, monographs) are devised to achieve desired effects. This instalment has only a handful, 11,
to be precise of index terms referring readers to Conference Papers. Previous contributions to this international CALL bibliography had many more. Despite the
fact that some of the sources tapped for this collection are of pre-1997 origin, this
shows that CALL events have become an integral piece of the language teaching
industry’s information channels. They are no longer separate. A subject index, if and
when it is a faithful recorder of developments, thus helps to plot the steps undertaken by the research community from humble beginnings in cottages and garages
along more sophisticated routes—and garden paths—at later stages to present
heights. This is an important bit of information, I submit.
The usefulness of cumulative indices can be demonstrated in yet another way. Let
us take a closer look at the four key index terms which help to circumscribe the
quality of the learning process and how a researcher might attempt to catch it. How
autonomous is the learner in a CALL environment? What are the roles of teachers
and students? And how does a researcher tap the participants’ reactions? An
inspection of how the terms Autonomy, Questionnaire, Student, and Teacher are
distributed across two sets of data is revealing. The first set comprises a total of 3376
bibliographic entries representing the period from roughly 1984 to 1994, the second
set has only 1242 entries, collected between 1995 and 2001.
Autonomy
Questionnaire
Student
Teacher
First period
1984–1994
3376 entries
Second period
1995–2001
1242 entries
Assuming linear
progress
33
40
33
36
49
48
89
59
12
15
12
13
U.O.H. Jung / System 30 (2002) 349–398
351
If we assume a constant relationship across the years, the last column shows the
frequency of index terms to be expected. The 1242 entries for the second period
represent hardly more than a third of those for the first period. One would expect no
more than 12 entries for Autonomy etc. etc. Instead, we notice that there are four
times as many entries for this term alone, not to mention Student and Teacher. In
the published literature there is a clear indication that the student has moved centre
stage. This bit of information corroborates what CALL experts may have guessed.
But it is good to have the hard facts at one’s elbow to support intuition.
It should be added that this compilation points to a number of rival bibliographic
tools which could and should also be consulted to round off the picture.
The reader’s attention is also drawn to the fact that there are many Internet locations where electronic CALL bibliographies can be found. A search engine will lead
the way.
Finally, I should like to thank my wife Heidrun who, as usual, ably supported me
in all stages of development (compilation, typing, editing, proofreading) of this
bibliography.
4061. Abe, D. & Cembalo, M. (1983). E.A.O.: expression avec ordinateur?
Mélanges Pédagogiques 3–28.
4062. Abrams, Z.I. (2001). Computer-mediated communication and group
journals: expanding the repertoire of participant roles. System 29 (3),
489–503.
4063. Adair-Hauck, B. et al. (1999). Evaluating the integration of technology and
second language learning. CALICO Journal 17 (2), 269–306.
4064. Ahmad, K. & Rogers, M. (1992). Translation and information technology:
the Translator’s Workbench. ReCALL 6, 3–9.
4065. Aldridge, E.-M. (1999). L’Internet: un outil apprécié. Les Cahiers de
l’APLIUT 19 (2), 37–42.
4066. Allen, J.R. & Periyasamy, K. (1997). Software engineering principles applied
to computer assisted language learning. CALICO Journal 14 (2–4), 35–50.
4067. Alm-Lequeux, A. (2001). Using the Internet as a Zone of Proximal
Development for teaching indirect speech: a Vygotskian approach. Die
Unterrichtspraxis/Teaching German 34 (1), 1–9.
4068. Amiri, F. (2000). IT-literacy for language teachers: should it include
computer programming? System 28 (1), 77–84.
4069. Anon. (1998). Education. 101 success stories. New York, McGraw-Hill.
4070. Assenmacher, K.-H. (2001). Netmeetings: Video- und Audiokonferenzen
als Herausforderung und Chance. Der fremdsprachliche Unterricht
Englisch 54, 34–38.
4071. Atkinson, T. (1998). InfoTech 3: WWW-Internet in the modern foreign
language classroom. London, CILT.
4072. Austin, R. & Mendlick, F. (1993). E-mail in modern language development.
ReCALL 9, 19–23.
4073. Bader, M.J. (2000). Choosing CALL software: beginning the evaluation
process. TESOL Journal 9 (2), 18–22.
352
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4074. Baer, A. (ed.) (1998). Medienkompetenz als Bildungsauftrag. Frankfurt a.M.,
Verband der Schulbuchverlage e.V.
4075. Bangs, P. & Shield, L. (1999). Why change authors into programmers?
ReCALL 11 (1), 19–29.
4076. Barker, A. (2001). Ancient Greek with Thrasymachus: a web site for
learning Ancient Greek. CALICO Journal 18 (2), 393–400.
4077. Baron, N.S. (1998). Letters by phone or speech by other means: the
linguistics of email. Language & Communication 18 (2), 133–170.
4078. Barrette, C.M. (2001). Students’ preparedness and training for CALL.
CALICO Journal 19 (1), 5–36.
4079. Barson et al. (1993). Foreign language learning using e-mail in a
task-oriented perspective: interuniversity experiments in communication
and collaboration. Journal of Education and Technology 4 (2), 565–584.
4080. Baten, L. et al. (1999). WebSiteStories (WST): evaluating works of art.
Intercultural content-based language learning via Internet. ReCALL
11 (3), 4–12.
4081. Bauer, W. (1999). Multimedia in der Schule? Potentiale, Gefahren,
Herausforderungen. In: Verband der Schulbuchverlage e.V. (ed.). Werkstatt
Multimedia. Chancen von Multimedia und Internet im Unterricht.
Frankfurt a.M., Verband der Schulbuchverlage, pp. 25–31.
4082. Beaudoin, M. (1998). De l’enseignement de la grammaire par l’Internet.
The Canadian Modern Language Review 55 (1), 61–75.
4083. Beauvois, M.H. (1995). E-talk: attitudes and motivation in computerassisted classroom discussion. Computers and the Humanities 28, 177–190.
4084. Beauvois, M.H. (1998). Conversations in slow motion: computer-mediated
communication in the foreign language classroom. The Canadian Modern
Language Review 54 (2), 198–217.
4085. Beers, M. (2001). A media-based approach to developing ethnographic
skills for second language teaching and learning. Zeitschrift für
Interkulturellen Fremdsprachenunterricht 6 (2), 1–26. (http://www.ualberta.
ca/ german/ejournal/beers2.htm).
4086. Berchoud, M. (1998). Multimédia: interroger les étudiants. Le Français
dans le Monde 295, 31–32.
4087. Berghoff, M. & Frederking, V. (1999) Auf dem Weg zum virtuellen
Klassenzimmer. Computervermittelte Kooperation zwischen Lerngruppen
auf der Basis von E-Mail, DCR-Chat, BSCW, Netmeeting und VideoKonferenz. Ide. Zeitschrift für den Deutschunterricht in Wissenschaft
und Schule 23 (2), 121–133.
4088. Bertin, J.-C. (2001). L’ergonomie didactique: une approche de la
recherche dans le domaine de l’apprentissage médiatisé par ordinateur.
In: Mémet, M. & Perrin, M. (eds.). L’Anglais de spécialité en France.
Bordeaux, Université Victor-Segalen, pp. 237–254.
4089. Bertin, J.-C. (1988). L’ordinateur au service de l’apprentissage au service
de l’ordinateur? Les Cahiers de l’Apliut 17 (3), 58–68.
U.O.H. Jung / System 30 (2002) 349–398
353
4090. Bertschi-Kaufmann, A. et al. (1999). ‘‘Über Schildkröten haben wir ganz
viel gefunden’’. Erste Begegnungen mit einer Kinderseite im Netz. Praxis
Deutsch 158, 27–31.
4091. Bisaillon, J. & Desmarais, L. (1998). Apprentissage de l’écrit et ALAO.
Etudes de Linguistique Appliquée 110, 193–203.
4092. Blake, R.J. (1999). Nuevos Destinos: a CD-ROM for advanced beginning
Spanish. CALICO Journal 17 (1), 9–24.
4093. Blatt, I. (1998). Schreibberatung und kooperatives Schreiben am
Computer. Praxis Deutsch 149, 49–52.
4094. Blin, F. (1998). Les enjeux d’une formation autonomisante de l’apprenant
en environnement multimédia. Etudes de Linguistique Appliquée 110,
215–226.
4095. Bonvallet, S. & deLuce, J. (2001). Roles for technology in collaborative
teaching. CALICO Journal 18 (2), 295–303.
4096. Borgmann, E.L. (ed.) (1997). Sprachen lernen mit neuen Medien. Frankfurt
a.M., Verlag Akademische Schriften.
4097. Borrmann, A. & Gerdzen, R. (1998). SchülerInnen als Autoren von
Multimedia-Produkten. Der Deutschunterricht 50 (3), 85–93.
4098. Borrmann, A. (1999). Eine Hypertext-Interpretation zu einem vernetzten
Roman. Praxis Deutsch 158, 59–64.
4099. Borrmann, A. (1999). Von Link zu Link. Schreiben von Suchtexten für
das Internet. Praxis Deutsch 153, 35–39.
4100. Boswood, T. (ed.) (1997). New ways of using computers in language teaching.
Alexandria, VA, TESOL.
4101. Bracht, M. (1998). Eine Internet-Rallye durch Zeit und Raum.
Neusprachliche Mitteilungen aus Wissenschaft und Praxis 51 (2), 100–102.
4102. Braine, G. (1998). Teaching writing on local area networks. In: Ward, C.S.
& Renandya, W.A. (eds.). pp. 63–76.
4103. Brammerts, H. (1995). L’approche communicative et l’ordinateur. Etudes de
Linguistique Appliquée 100, 67–77.
4104. Braun, A. (1998). Die Nutzung des Internet für den DaF-Unterricht. Info
DaF 25 (1), 72–84.
4105. Breilmann, S. & Schopen, M. (1999). Vom virtuellen in den realen Raum.
Szenische Darstellung eines Chatgesprächs. Praxis Deutsch 158, 48–54.
4106. Breilmann-Massing, S. & Schopen, M. (1999). Internet für Anfänger. Praxis
Deutsch 153, 44–47.
4107. Brett, P. & Motteram, G. (eds.) (2000). A special interest in computers.
Learning and teaching with information and communication technologies.
Whitstable, IATEFL.
4108. Brett, P. (1996). Using multimedia: an investigation of learners’ attitudes.
Computer Assisted Language Learning 9 (2–3), 191–212.
4109. Brett, P. (2000). Using computer-based digital video in language learning.
In: Brett, P. & Motteram, G. (eds.). pp. 43–58.
4110. Brockett, A. et al. (1992). Development of a human–computer interface.
ReCALL 7, 17–27.
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4111. Broncano, B. & Ribeiro, M. (1999). The shape of the future: computers
and multimedia resources in the teaching of Portuguese as a foreign
language and culture. ReCALL 11 (3), 13–24.
4112. Brown, K. (ed.) (1999). Using new technology in the classroom. Sydney,
National Centre for English Language Teaching and Research.
4113. Bull, S. (1994). Learning languages: implications for student modelling in
ICALL. ReCALL 6 (1), 34–39.
4114. Burnett, J. (1998). Language alternation in a computer-equipped foreign
language classroom: the intersection of teacher beliefs, language, and
technology. The Canadian Modern Language Review 55 (1), 97–123.
4115. Burnett, J. (1999). Classroom-management—classroom survival: one
teacher’s story of constructing practice in a computer-equipped foreign
language classroom. Foreign Language Annals 32 (3), 279–294.
4116. Burston, J. (1998). From CD-ROM to the WWW: coming full circle.
CALICO Journal 15 (1–3), 67–74.
4117. Burston, J. (2001). Computer-mediated feedback in composition correction.
4118. Bush, M.D. & Terry, R.M. (eds.) (1997). Technology-enhanced language
learning. Lincolnwood, IL, National Textbook Company.
4119. Bush, M.D. (2000). Digital Versatile Disc (DVD): the new medium for
interactive video. CALICO Journal 17 (3), 453–474.
4120. Butler, M. & Fawkes, S. (1999). Videoconferencing for language learners.
Language Learning Journal 19, 46–49.
4121. Byleen, E. & Byrd, P. (2001). Using a variety of technologies to create and
maintain a long-distance materials development team. CALICO Journal
19 (1), 51–65.
4122. Cabot, C. (2000). Los efectos de la Web en la adquisición de destrezas
lectoras y escritas en un curso de cultura hispana. ReCALL 12 (1), 63–72.
4123. Cahill, D. & Catanzaro, D. (1997). Teaching first-year Spanish online.
4124. Cameron, K. (1998). Multimedia CALL: theory and practice. Exeter,
Elm Bank Publications.
4125. Cameron, K. (ed.) (1999). CALL: media, design and applications. Lisse,
Swets & Zeitlinger.
4126. Carstens-Wickham, B. (2001). Computer assisted business translation: an
experimental course with a future. Die Unterrichtspraxis/Teaching
German 34 (1), 53–59.
4127. Catroux, M. (1999). L’Internet dans la classe de langue: quelques
possibilités d’utilisation. Les Cahiers de l’APLIUT 19 (2), 19–29.
4128. Caudery, T. (2000). E-mail og e-mailsprog. Sprogforum 16, 47–52.
4129. Cazade, A. (1998). Le multimédia au service des langues. Les Cahiers de
l’APLIUT 17 (3), 38–56.
4130. Cazade, A. (1999). Pour intégrer des outils électroniques de référence et
de recherche dans l’enseignement des langues: Woodsmith Tools—O.U.P.
Les Cahiers de l’APLIUT 19 (1), 98–122.
U.O.H. Jung / System 30 (2002) 349–398
355
4131. Cazade, A. (2001). Pour intégrer des outils électroniques de référence dans
l’enseignement de l’anglais. Les Cahiers de l’APLIUT 21 (1), 87–97.
4132. Cebrian, B. & Wight, T. (1998). Montage multimédia pour la création
d’une leçon à utilisation en autonomie. Les Cahiers de l’APLIUT 17 (3),
115–119.
4133. Cech, F. et al. (1999). Latein goes Internet. Was bringt’s, was ist’s? TELL
& CALL 1, 34–35.
4134. Chalmel, A. (1998). Konkordanzen: innovative konstruktivistische
Lernmedien zur Erzeugung von Sprachbewusstheit. Französisch heute
28 (1), 45–56.
4135. Chalmel, A. (1999). Programmes-auteurs: outils de travail multimédiatiques
interactifs à base authentique. Französisch heute 30 (3), 300–308.
4136. Chang, Y.-Y. & Hsu, Y.-P. (1998). Requests on e-mail: a cross-cultural
comparison. RELC Journal 29 (2), 121–151.
4137. Chanier, T. (1996). Learning a second language for specific purposes
within a hypermedia framework. Computer Assisted Language Learning
9 (1), 3–43.
4138. Chanier, T. (1998). Hypertexte, Hypermédia et apprentissage dans des
systèmes d’information et de communication. Etudes de Linguistique
Appliquée 110, 137–146.
4139. Chappelle, C.A. (2001). Innovative language learning: achieving the vision.
ReCALL 13 (1), 3–14.
4140. Charrière, P. et Magnin, M.C. (1998). Simulations globales avec internet:
un atout majeur pour les départements de langues. The French Review
72 (2), 320–328.
4141. Chevalier, Y. (1998). Les simulations orales dans les apprentissages
assistés des langues. Etudes de Linguistique Appliquée 110, 159–170.
4142. Clancy, P. (1973). A visit to the Plato computer teaching project for
French. Babel 9 (2), 13–17.
4143. Cobb, T. (1999). Breadth and depth of lexical acquisition with hands-on
concordancing. Computer Assisted Language Learning 12 (4), 345–360.
4144. Collentine, J. (1998). Cognitive principles and CALL grammar instruction:
a mind-centered, input approach. CALICO Journal 15 (1–3), 1–18.
4145. Conacher, J.E. & Royall, F. (1998). An evaluation of the use of the
Internet for the purposes of foreign language learning. Language Learning
Journal 18, 37–41.
4146. Coniam, D. (1997). A preliminary inquiry into using corpus word
frequency data in the automatic generation of English language cloze tests.
4147. Coniam, D. (1998). The use of speech recognition software as an English
language oral assessment instrument: an exploratory study. CALICO
Journal 15 (4), 7–23.
4148. Conrad, B. & Veteto-Conrad, M. (1997). Using interactive video in the
classroom and the lab: the example of Lernexpress. Die Unterrichtspraxis/
Teaching German 30 (2), 178–184.
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4149. Corbel, C. (1999). Task as tamagotchi: ESL teachers’ work in the emerging
hypermedia environment. Prospect 14 (3), 40–45.
4150. Corness, P. et al. (1997). Astcovea: grammar in context. ReCALL 9 (2),
33–42.
4151. Cummins, J. (1998). e-lective language learning: design of a computerassisted text-based ESL/EFL learning system. TESOL Journal 7 (3), 18–21.
4152. Cunningham, D. (1990). Past predictions, current perspectives and future
prospects in CALL. Babel 25 (2), 6–26.
4153. Cunningham, D. (1998). 25 years of technology in language teaching. A
personal experience. Babel 33 (1), 4–7, 35, 37.
4154. Dagneaux, E. et al. (1998). Computer-aided error analysis. System 26 (2),
163–174.
4155. Dahlmann, A. & Rilling, S. (2001). Integrating technologies and tasks in
an EFL distance course in Finland. TESOL Journal 10 (1), 4–8.
4156. Dall, S.A. (2001). Technology in the classroom: teaching the process of
editing. CALICO Journal 18 (2), 401–403.
4157. Dansuwan, S. et al. (2001). Development and evaluation of a Thai
learning system on the Web using natural language processing. CALICO
Journal 19 (1), 67–88.
4158. Daud, N.M. (1998). Teaching writing using computers. In: Ward, C.S. &
Renandya, W.A. (eds.)., pp. 140–150.
4159. Davies, G. (2001). The history of EUROCALL. TELL & CALL 1, 6–10.
4160. Davies, N.F. (1999). Integrating the Internet. A report on work always
in progress. In: Hogan-Brun, G. & Jung, U.O.H. (eds.)., pp. 79–85.
4161. Davies, T. & Williamson, R. (1998). The ghost in the machine: are
‘teacherless’ CALL programs really possible? The Canadian Modern
Language Review 55 (1), 7–18.
4162. Davis, B.H. & Ye-Ling, C. (1994/95). Long-distance collaboration with
on-line conferencing. TESOL Journal 4 (2), 28–31.
4163. Davis, J.N. (1998). If the Internet is the answer, what was the question?
The French Review 72 (2), 382–395.
4164. Daxböck, R. (1999). Kiyeko and the Lost Night. Die Verwendung eines
Interactive Storybooks in der 3. Klasse. TELL & CALL 2, 32–36.
4165. Debray, C. (1999). Bewertungskriterien für Homepages. Praxis Deutsch
158, 55–58.
4166. Debski, R. & Levy, M. (eds.) (1999). WorldCALL: global perspectives on
computer-assisted language learning. Lisse, Swets & Zeitlinger.
4167. Demaizière, F. & Foucher, A.-L. (1998). Individualisation et initiative de
l’apprenant dans des environnements (et des dispositifs) d’apprentissage
ouverts: une expérience d’autoformation guidée. Etudes de Linguistique
Appliquée 110, 227–236.
4168. Desmarais, L. (1998). Apprendre l’orthographe avec un correcteur
orthographique? The Canadian Modern Language Review 55 (1), 76–96.
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4169. Deville, G. et al. (1996). The use of a multi-media support for remedial
learning of English with heterogeneous groups of ‘false beginners’.
Computer Assisted language Learning 9 (1), 75–84.
4170. DiBella, I.A. (1997). German in Cyberspace: tips and strategies for
beginners. Die Unterrichtspraxis/Teaching German 30 (2), 206–209.
4171. DiGiovanni, E. & Nagaswami, G. (2001). Online peer review: an
alternative to face-to-face? ELT Journal 55 (3), 263–272.
4172. Dodigovic, M. (1998). Elements of research in CALL software
development projects. CALICO Journal 15 (4), 25–38.
4173. Dolan, J. & Royall, F. (2000). Information and communication
technologies and the teaching and learning of French in Irish second-level
schools. Teangeolas 38/39, 80–89.
4174. Donley, K.M. & Reppen, R. (2001). Using corpus tools to highlight
academic vocabulary in SCLT. TESOL Journal 10 (2/3), 7–12.
4175. Dudeney, G. (2000). The Internet and the language classroom. Cambridge,
Cambridge University Press.
4176. Dudeney, G. (2000). The Internet and the language classroom.
Cambridge, CUP.
4177. Duquette, L. & Renié, D. (1998). Stratégies d’apprentissage dans un
contexte d’autonomie et environnement Hypermédia. Etudes de
Linguistique Appliquée 110, 237–246.
4178. Dyson, M.C. & Haselgrove, M. (2000). The effects of reading speed
and reading patterns on the understanding of text read from screen.
Journal of Research in Reading 23 (2), 210–223.
4179. Eastment, D. (1999). The Internet and ELT. The impact of the Internet
on English language teaching. Oxford, Summertown Publishing.
4180. Egan, K.B. (1999). Speaking: a critical skill and a challenge. CALICO
Journal 16 (3), 277–293.
4181. Egbert, J. & Hanson-Smith, E. (eds.) (1999). CALL environments.
Research, practice and critical issues. Alexandria, Virginia, TESOL.
4182. Ehrenreich, C. (1999). Internet i sprogundervisningen. Sprogforum 15,
55–58.
4183. Ellinger, B. et al. (2001). Weaving the web into an EAP reading program.
English Teaching Forum 39 (2), 22–25.
4184. Emerling, E. (2000). Der Einsatz von Internet und Powerpoint im
Englischunterricht einer 5. Klasse. TELL & CALL 2, 40–43.
4185. Esch, E. & Cleary, R-L. (1999). Learner interaction and broadbent
network. In: Hogan-Brun, G. & Jung, U.O.H. (eds.)., pp. 43–52.
4186. Esch, E. & Zähner, C. (2000). The contribution of information and
communication technology (ICT) to language learning environments or
the mystery of the secret agent. ReCALL 12 (1), 5–18.
4187. Esch, E. (1995). Exploring the concept of distance for language learning.
ReCALL 7 (1), 5–11.
4188. Fedderholdt, K. (2001). An email exchange project between non-native
speakers of English. ELT Journal 55 (3), 273–280.
357
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4189. Feise, T.D. (1999). Computer und Internet—von den Anfängen bis zum
computerunterstützten Sprachunterricht für Anfänger und Fortgeschrittene
(1). Zielsprache Englisch 29 (1), 17–22.
computerunterstützten Sprachunterricht für Anfänger und
Fortgeschrittene (2). Zielsprache Englisch 29 (2), 24–27.
computerunterstützten Sprachunterricht für Anfänger und
Fortgeschrittene (3). Zielsprache Englisch 29 (3), 19–24.
4192. Feldner, K. (2001). WebQuest: Harper Lees To Kill a Mockingbird. Der
fremdsprachliche Unterricht Englisch 54, 40–45.
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4613. Yang, P.J. (1998). Networked multimedia and foreign language
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4614. Yongyan, L. (2000). Surfing e-mails. English Today 64, 30–34, 55.
4615. Yoshii, R. & Milne, A. (1998). DaRT: a CALL system to help students
practice and develop reasoning skills in choosing English articles.
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variation in second language acquisition. ReCALL 7 (1), 34–48.
4617. Zeuner, U. (1998). Projektseminar Interkulturelles Lernen im Internet—
ein Werkstattbericht. In: Blei, D. & Zeuner, U. (eds.). Theorie und Praxis
interkultureller Landeskunde im Deutschen als Fremdsprache. Bochum,
AKS-Verlag, pp. 105–128.
4618. Zmatlo, F. (2000). Nutzung multimedial-interaktiver Lernsoftware
durch 6 bis 10-Jährige im außerschulischen Lern– und Freizeitbereich—
Auswirkungen auf Lernverhalten und Lernsituation in der
Grundschule. TELL & CALL 4, 34–39.
SUBJECT INDEX
A DAY IN THE LIFE OF A
PARISIAN FAMILY
A DEMI MOT
A LA RECHERCHE
D’UN EMPLOI
A LA RENCONTRE
DE PHILIPPE
A TO Z OF GRAMMAR
A VOTRE AVIS
ACCENT LAB
Accuracy
Addresses (Directory)
Adult Education
Advance Organizer
Advanced Level
Adventure
4387
4224
4137
4204, 4426
4391, 4392
4224
4491
4122
4181, 4193, 4256, 4283, 4284, 4320, 4333, 4339, 4443, 4460, 4485, 4517,
4518, 4529, 4553
4249, 4326
4583
Method
4137, 4171, 4420
4152, 4215, 4419

An international bibliography of computer- assisted

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