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1
History, Pedagogy, Data and New Directions:An Introduction to the Educational Technology Issue
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2
Dialect Survey among the Safwa People
Smith, Rachel. - : SIL International, 2018
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3
Measuring lexical alignment during L2 chat interaction:An eye-tracking study
Michel, Marije; Smith, Bryan. - : Taylor and Francis, 2017
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4
Deconstructing a Curriculum of Dominance: Teacher Education, Colonial Frontier Logics, and Residential Schooling ...
Smith, Bryan; Ng-A-Fook, Nicholas; Berry, Sara. - : TCI (Transnational Curriculum Inquiry), 2012
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5
Raquel Oxford and Jeffrey Oxford (Eds.): Second language teaching and learning in the net generation. University of Hawai'i at Manoa: National Foreign Language Resource Center, 2009, Pp. 220
In: Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press 33 (2011) 1, 147-148
OLC Linguistik
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6
Second Language Development Theories and Technology-mediated Language Learning
In: World Languages and Literatures Faculty Publications and Presentations (2011)
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7
Investigating L2 performance in text chat
In: Applied linguistics. - Oxford : Oxford Univ. Press 31 (2010) 4, 554-577
BLLDB
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8
Investigating L2 Performance in Text Chat
Sauro, Shannon; Smith, Bryan. - : Oxford University Press, 2010
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9
Investigating L2 Performance in Text Chat
Sauro, Shannon; Smith, Bryan. - : Oxford University Press, 2010
Abstract: This study examines the linguistic complexity and lexical diversity of both overt and covert L2 output produced during synchronous written computer-mediated communication, also referred to as chat. Video enhanced chatscripts produced by university learners of German ( N = 23) engaged in dyadic task-based chat interaction were coded and analyzed for syntactic complexity (ratio of clauses to c-units), productive use of grammatical gender, and lexical diversity (Index of Guiraud). Results show that chat output that exhibits evidence of online planning in the form of post-production monitoring displays significantly greater linguistic complexity and lexical diversity than chat output that does not exhibit similar evidence of online planning. These findings suggest that L2 learners do appear to use the increased online (i.e. moment-by-moment) planning time afforded by chat to engage in careful production and monitoring.
Keyword: Articles
URL: http://applij.oxfordjournals.org/cgi/content/short/31/4/554
https://doi.org/10.1093/applin/amq007
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10
Interruptions in chat
In: Computer assisted language learning. - Colchester [u.a.] : Taylor & Francis 22 (2009) 3, 229-247
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11
The Evaluation of Scholarly Activity in Computer‐Assisted Language Learning
In: The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell 93 (2009) 1, 868-883
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12
The Evaluation of Scholarly Activity in Computer-Assisted Language Learning
In: The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell 93 (2009), 868-883
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13
COMPUTER-MEDIATED NEGOTIATED INTERACTION AND LEXICAL ACQUISITION
In: Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press 26 (2004) 3, 365-398
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14
Computer-mediated negotiated interaction and lexical acquisition
In: Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press 26 (2004) 3, 365-398
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15
Incorporating multimedia capability in the reporting of applied linguistics research
Smith, Bryan (Hrsg.); Gorsuch, Greta (Hrsg.); Chun, Dorothy M. (Mitarb.)...
In: System. - Amsterdam : Elsevier 32 (2004) 4, 477-601
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16
Synchronous computer mediated communication captured by usability lab technologies: new interpretations
In: System. - Amsterdam : Elsevier 32 (2004) 4, 553-576
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17
Editors#8217 introduction
In: System. - Amsterdam : Elsevier 32 (2004) 4, 477-480
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18
The use of communication strategies in computer-mediated communication
In: System. - Amsterdam : Elsevier 31 (2003) 1, 29-53
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19
Features of CMC technologies and their impact on language learners' online interaction
In: Computers in human behavior. - Amsterdam [u.a.] : Elsevier 19 (2003) 6, 703-729
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20
The use of communication strategies in computer-mediated communication
In: System. - Amsterdam : Elsevier 31 (2003) 1, 29-54
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