遠程語言教學 (劍橋英語教師叢書)

導讀
Thanks
Introduction
PART Ⅰ BACKGROUND
CHAPTER ONE The idea of distance language learning
1.1 Introduction
1.2 Distance language courses
1.3 Distance, place and time
1.4 Definitions
1.5 Generations
1.6 The landscape
1.7 New challenges
1.8 Summary

CHAPTER TWO Related concepts
2.1 Introduction
2.2 Online learning
2. 3 Distributed learning
2.4 Asynchronous learning networks
2.5 Telematics
2.6 Open learning
2.7 Lifelong learning
2.8 The open courseware movement
2.9 Adapting a face-to-face EAP course to online delivery
2.10 Summary

CHAPTER THREE Issues and trends
3. 1 Introduction
3.2 Interactive competence
3.3 The advent of CMC
3.4 Participation, interaction and online learning communities
3.5 Social presence
3.6 The technology challenge
3.7 Teacher roles and responsibilities
3.8 The emergence of new constraints
3.9 Quality
3.10 Access
3.11 Distance language learning by interactive television
3.12 Summary

CHAPTER FOUR The learner-context interface
4.1 Introduction
4.2 Conceptualising distance language learning
4.3 The interface-based theory of distance language learning
4.4 Features of the learner-context interface
4.5 The contribution of the teacher
4.6 Summary

PART Ⅱ LEARNER DIMENSIONS
CHAPTER FIVE Developing awareness of distance language learners
5.1 Introduction
5.2 Learner awareness: challenges and constraints
5.3 Knowledge of learners for course design
5.4 Knowledge of learners at course entry
5.5 A practical knowledge of distance language learners
5.6 Learning sites and roles
5.7 The affective domain
5.8 A ’dynamic’ conception of distance learners
5.9 A profile of learners of German in a large-scale distance language programme
5.10 Summary

CHAPTER SIX The initial experience of distance language learning
6.1 Introduction
6.2 Participation and progression
6.3 Learner identities
6.4 Integration, values and affiliation
6.5 Entering the new language learning environment
6.6 Expectations in the anticipatory stage
6.7 Conceptual change
6.8 Emergent beliefs: internal vs external regulation
6.9 Metacognitive experiences
6.10 Environmental restructuring, internal restructuring
6.11 The initial experience of learners of German in anonline environment
6.12 Summary

CHAPTER SEVEN Learner autonomy
7.1 Introduction
7.2 Autonomy, independence and control
7.3 A focus on learner training
7.4 A focus on learner involvement
7.5 Traditional and emerging paradigms
7.6 Towards collaborative control
7.7 Reflective interaction in an online learning environment
7.8 Summary

PART Ⅲ LEARNING CONTEXTS
CHAPTER EIGHT Learner support
8. 1 Introduction
8.2 Definition: learner support as response
8.3 The case for learner support
8.4 Concerns expressed by learners
8.5 Functions and scope
8.6 Sources of support
8.7 Online learner support: access, value and congruence
8.8 The situated nature of learner support
8.9 Feedback as support for learners of English
8.10 Summary

CHAPTER NINE Learning sources
9.1 Introduction
9.2 Conceptualising content
9.3 Development of course content
9.4 Multiple sources for learning
9.5 Learners as course producers
9.6 Learner response to multiple sources in a distance
Spanish course
9.7 Summary

CHAPTER TEN New learning spaces and the way ahead
10.1 Introduction
10.2 The notion of learning spaces
10.3 The development of new learning spaces
10.4 A taxonomy of online courses
10.5 Online course models
10.6 Integrated electronic learning environments
10.7 Innovation and uptake
10.8 Participants
10.9 The way ahead
Appendix
References
Author Index
Subject Index