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Mobile assisted language learning: : scope, praxis and theory
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 11-25 (2022)
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Abstract:
Mobile assisted language learning (MALL) research has been characterized by an overemphasis on technology, while the wide variety of approaches to the uses of mobiles has painted an atomized picture of L2 instruction. This paper discusses various conceptualizations of MALL that favour areas of language learning that are anchored on different theories of learning and language learning. Drawing on the seminal work by Traxler (2018, 2019), as well as on research that has examined self-directed uses, the use of apps and Augmented Reality (AR) in MALL, the authors contend that it is essential to shift our focus away from device-oriented pedagogies to more socially situated practices that take stock of new ecologies of language use. We contend that the research field is in search of a wider theoretical perspective in the context of SLA and language education that explores what we label here as socially contextualized MALL. ; La investigación sobre el aprendizaje de idiomas asistido por dispositivos móviles (MALL) se ha caracterizado por un énfasis excesivo en los aspectos más íntimamente relacionados con la tecnología y la gran variedad de enfoques sobre los usos de los dispositivos móviles ha contribuido a generar una visión atomizada de la enseñanza de segundas lenguas. En este artículo se analizan diversas conceptualizaciones sobre MALL que, en diferente medida, favorecen áreas del aprendizaje de lenguas vinculadas a teorías sobre el aprendizaje y el aprendizaje de lenguas. Basándonos en las contribuciones de Traxler (2018, 2019), así como en la investigación que ha examinado el aprendizaje autodirigido, el uso de apps y la Realidad Aumentada (RA) en MALL, los autores sostienen que es esencial cambiar nuestro enfoque de pedagogías orientadas a los dispositivos a prácticas situadas en contextos sociales de uso, las cuales se encuentran mejor equipadas para acoger y explicar las nuevas ecologías sobre el uso del lenguaje. En este trabajo sostenemos que este ámbito de la investigación está en busca de una perspectiva teórica más amplia que explore lo que en este artículo hemos denominado MALL socialmente contextualizado.
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Keyword:
aprendizaje de idiomas; aprendizaje de idiomas autodirigido; language learning; MALL; MALL socialmente contextualizado; self-directed language learning; socially contextualized MALL; technology; tecnología
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URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=8393676
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Looking back on 25 years of TaLC:In conversation with Profs Mike McCarthy and Tony McEnery
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A corpus-driven analysis of certainty stance adverbs. Obviously, really and actually in spoken native and learner English
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In: Journal of Pragmatics 140 (2019), 22-32
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IDS Bibliografie zur Gesprächsforschung
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Certainty adverbs in spoken learner language the role of tasks and proficiency ...
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Register analysis and ESP pedagogy: Noun-phrase modification in a corpus of English for military navy submariners ...
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Register analysis and ESP pedagogy: Noun-phrase modification in a corpus of English for military navy submariners
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Certainty adverbs in spoken learner language the role of tasks and proficiency
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An overview of the research at the crossroads of corpus linguistics and language education ...
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Rethinking the International institution: from multilingualism as a burden to the new normal ...
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Constructing immigrants in UK legislation and Administration informative texts: A corpus-driven study (2007–2011)
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Higher Education as a multilingual and multicultural space ...
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Editorial Researching New Uses of Corpora for Language Teaching and Learning.
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In: ISSN: 0958-3440 ; EISSN: 0958-3440 ; ReCALL ; https://hal.archives-ouvertes.fr/hal-00943861 ; ReCALL, Cambridge University Press (CUP), 2014, 26 (2), pp.121-127 (2014)
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Editorial to ReCALL. Researching New Uses of Corpora for Language Teaching and Learning
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In: ISSN: 0958-3440 ; EISSN: 0958-3440 ; ReCALL ; https://hal.archives-ouvertes.fr/hal-00937971 ; ReCALL, Cambridge University Press (CUP), 2014, 26 (02), pp.158. ⟨10.1017/S0958344014000068⟩ (2014)
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