计算机辅助语言学习研究中的个体差异

IF 3.7 1区文学 Q1 LINGUISTICS

Studies in Second Language Learning and Teaching Pub Date : 2023-09-21 DOI:10.14746/ssllt.38970

Banban Li

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引用次数: 3

摘要

在技术快速扩张的时代，各种技术融入第二语言和外语(L2)学习和教学的过程已经变得普遍，使得计算机辅助语言学习(CALL)成为一个成熟的领域(Golonka et al.， 2014)。目前已有共识认为，个体差异显著影响第二语言学习的过程和结果(Pawlak, 2020)。凭借大量基于技术的选项和功能，CALL为学习者提供了高度的自主权(Pawlak等人，2016)，使其成为一个成熟的环境，可以利用学习者的个性(第17页)。然而，尽管id具有关键作用，但在这种情况下，它们并没有获得真正值得关注的关注(Pawlak, 2022)。为了解决这一问题，Mirosław Pawlak和Mariusz Kruk撰写了《计算机辅助语言学习研究中的个体差异》一书，为探索计算机辅助语言学习中的个体差异以及更广泛的第二语言习得(SLA)研究领域提供了及时而深刻的指导。

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Individual differences in computer-assisted language learning research

In the era of rapid technological expansion, the integration of various technologies into the process of second and foreign language (L2) learning and teaching has become pervasive, making computer-assisted language learning (CALL) a well-established field (Golonka et al., 2014). There is now a consensus that individual differences (IDs) significantly influence the process and product of L2 learning (Pawlak, 2020). With a plethora of technology-based options and functionalities, CALL provides learners with a high degree of autonomy (Pawlak et al., 2016), making it an environment that is ripe for capitalizing on learners’ individuality (p. 17). However, despite their critical role, IDs have not garnered the attention they genuinely merit in this context (Pawlak, 2022). To address this issue, Mirosław Pawlak and Mariusz Kruk put together the volume Individual Differences in Computer-Assisted Language Learning Research, providing timely and insightful guidelines for the exploration of IDs in CALL and the broader realm of second language acquisition (SLA) research.

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来源期刊

Studies in Second Language Learning and Teaching LINGUISTICS-

CiteScore

5.30

自引率

2.90%

发文量

审稿时长

12 weeks

期刊介绍： Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. At least one of the four issues per year is a special focus issue devoted to a particular area of second language learning and teaching, sometimes with a guest editor who is an expert on a specific topic.