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Table of contents
Introduction
CHAPTER ONE:
INFORMATION AND COMMUNICATION
TECHNOLOGY
(ICT) AND MAJOR TRENDS IN WESTERN
EUROPEAN
SOCIETIES (Frits
Schulte).
1.1. Introduction .
1.2. Trends in Western/European societies
.
1.2.1. The technological society
1.2.2. The information
society.
1.2.3. The communication society
.
1.2.4. The media society
1.3. Conclusion
CHAPTER TWO:
ICT AND DIGITALLY ENRICHED LEARNING
ENVIRONMENTS
(Frits Schulte) 27
2.1. Introduction. 27
2.2. Autonomous, lifelong learning and the
digitally
enriched learning environment.
28
2.2.1. The new educational paradigm.
28
2.2.2. The digitally enriched learning environment
30
2.2.3. Examples of digital learning environments:
Webquests and
LeamingSpace 30
2.3. Basic conditions for the creation of digitally
enriched
learning environments.
33
2.3.1. ICT as part of a systemic approach to
lifelong learning. 33
2 3.2. The three "e's".
34
2.3.3. The integrative revolutionary approach
34
2.3.4. Embedding ICT in the entire school
organisation
35
2.3.5. ICT-applications in education.
37
2.4. The integrative, revolutionary approach in
action.
2.4.1. The Dutch study
house.
2.4.2. The Dutch/European
educational
computer driving
licence.
2.4.3. ICT-entitlement and language
learning
2.5. Conclusion
CHAPTER THREE;
COMPUTERS AND THE FOREIGN
LANGUAGE
TEACHER AND LEARNER (John
Osbome).
3. 1. Introduction.
3. 2. What are the advantages of using computers?
Research
and practice in ICT for language
learning.
3.3. Varieties of
CALL.
3. 4. Language learning and CALL
software.
3. 4.1. Introduction.
3. 4.2. Capabilities and limitations of call
software.
3. 4.3. Developing language knowledge:
Phonetics
3. 4.4. Lexis.
3. 4.5. Grammar.
3. 4.5. Developing language skills:
speaking.
3. 4.6. Writing.
3. 4.7. Listening.
3. 4.8. Reading
3. 5. Do it yourself: teachers and materials
production.
3. 5.1. Do it yourself
authoring.
3. 5.2. Web-authoring
3. 5.3. Template
packages.
3. 5.5. Multimedia authoring
systems.
3. 6. Conclusion
CHAPTER FOUR:
COMPUTERS, LANGUAGE CORPORA AND
THEIR
APPLICATIONS (Barbara
Lewandowska-Tomaszczyk)
4. 1. Computational Linguistics and Corpus
Linguistics.
4. 2. Definition and typology of
corpora
4.2. 1. The PELCRA project
4. 3. Corpora and the definition of
language
4. 3. 1. The place of corpora in language
study.
4. 3. 2. Corpus
adequacy
4. 4. Positive and negative evidence in corpus
material
4. 5. Corpus analysis tools
-concordances
4. 6. Annotated corpora -
tagging
4. 6. 1. Word-forms and
lemmas
4. 7. Models in natural language processing
(NLP).
4. 7. 1. Cognitive models in
NLP.
4. 7. 2. Statistical methods in parsing
4, 7. 3. Advantages of electronic linguistic access
and retrieval.
4. 8. Computerised lexical
knowledge.
4. 8. 1. Lexical
acquisition.
4. 8. 2. Bilingual alignment of the Plato
text.
4. 8. 3. Reusability of lexical
resources.
4. 9. Corpus-based linguistic analysis
.
4. 9. 1. Linguistic analysis in Corpus
Linguistics
4. 9. 2. Association
patterns.
4.10. Learning about language from authentic
language data
4. 10. 1. Meaning .
4. 10. 2. Lexis and lexical
combinations
4. 10. 3. Feature extraction, feature defeating and
emphasis.
4. 10. 4. Semantic
prosody
4. 10. 5. The contribution of syntax to semantic
prosodies
4. 10. 6. Antonymous
polysemy
4. 10. 6. 1. The case of handicap
4. 10. 7. Conceptual clusters and ideology in
language corpora.
4. 11. Cross-linguistic corpus
analysis
4. 11. 1. One language, more
languages
4. 11.2. Corpus
grammars
4. 11.3. Corpora and some Polish - English
syntactic contrasts
4. 11. 4. The case of dance verbs - a contrastive
asymmetry
4. 11.5. Contrastive Polish-English syntactic
variation
- permit /allow
/admit.
4. 11. 6. The case of synonymy - sick and
ill
4.12. Language corpora - a tool in foreign language
teaching
4. 12. 1. The role of computers in FL
pedagogy.
4. 12. 2. Corpus data in
FLT.
4. 12. 3. Concordances as a FLT
tool.
4. 12. 4. The role of the
teacher
4. 12. 5. Learner Corpora - a tool in FL teaching
.
4. 13. Corpora and the dictionary
4. 13. 1. Linguistic reference
tools
4. 13. 2. The Bilingual Dictionary/Thesaurus
[BITj.
4. 13. 3. Uncovering lexical senses and
syntax.
4. 13. 4. Glossaries
4. 14. Computers in translation
4. 14. 1. Machine Translation (MT) and
Computer-Assisted
Translation (CAT).
4. 14. 2. Corpora and the translation
trainee.
4. 14. 3. CAT dictionaries and
termbanks.
4. 14. 4. What do computerised
electronic
tools offer the
translator?,
4. 14. 5. Prospective corpus
developments
for
translation/interpreting.
4.15. Corpus methodology - a tool in
linguistic
and applied language
tasks
4. 16. Future prospects
.
REFERENCES
INTERNET ADDRESSES
GLOSSARY.
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