An international bibliography of computer- assisted

Transcription

System 30 (2002) 349–398
www.elsevier.com/locate/system
An international bibliography of computerassisted language learning: fifth instalment
Udo O.H. Jung*
University of Bayreuth, Language Centre, D-95440 Bayreuth, Federal Republic of Germany
Received 11 January 2002; accepted 15 January 2002
In continuation of previous efforts1 to document the development of CALL, both
internationally and multilingually, this collection presents a total of 558 entries.
Most of them derive from post-1997 journal articles and book publications, but, as
always, publications which came to my notice belatedly have been included here to
present the over-all picture as completely as possible.
I should like to record, at this instance, my gratitude to the London-based Centre for
Information on Language Teaching and Research (CILT) and its staff, who in August
2001 graciously allowed me to use their extensive collection of journals and books.
In the end, more than 50 national and international journals were searched for
this compilation. As for target languages the following are included in descending
order of magnitude: English (146 entries), German (93), French (73), Spanish (14),
Japanese (13), Latin (13), Ancient Greek (4), Italian (4), Dutch (3), Arabic (2),
Chinese (2), Portuguese (2), Danish (1), Russian (1), and Thai (1). The computersorted order of presentation is alphabetical, as usual, but numbering starts where the
fourth instalment left off, so that this international bibliography can be seen to chalk
up more than 4600 entries.
E-mail address: [email protected] (U.O.H. Jung).
Udo O.H. Jung (1988). An international bibliography of computer-assisted language learning with
annotations in German. Frankfurt a.M., Peter Lang [1054 entries: out of print]. Udo O.H. Jung and
Gothild Lieber (1993). An international bibliography of computer-assisted language learning with annotations in German. Volume 2. Frankfurt a.M., Peter Lang. [1997 entries]. Udo O.H. Jung (1994). An
international bibliography of computer-assisted language learning: third instalment. In: Jung, H. and
Vanderplank, R. (eds.). Barriers and bridges: media technology in language learning. Frankfurt a.M.,
Peter Lang, pp. 149–181. [325 entries]. Udo O.H. Jung (1999). An international bibliography of computerassisted language learning: fourth instalment. In: Hogan-Brun, G. and Jung, U.O.H. (eds.). Media—
Multimedia—Omnimedia. Frankfurt a.M., Peter Lang, pp. 157–216. [684 entries].
1
0346-251X/02/$ - see front matter # 2002 Elsevier Science Ltd. All rights reserved.
PII: S0346-251X(02)00019-2
350
U.O.H. Jung / System 30 (2002) 349–398
In a very real sense, the user’s guide through the maze of information is contained
in the second part of this publication, which is a subject index. It captures the thematic aspects of CALL using hundreds of index terms. Researchers can combine
these terms to form a dragnet in order to produce their own thematic minibibliographies. Please note that computer brands, application software, programme
titles, programming languages and organizations/institutions are in capital letters.
An explanatory note about index terms and how the documentalist puts these tools
to task may help to shed some light on their practicality. An otherwise very friendly
reviewer of a previous instalment once remarked that for the life of him he could not
see why there were so many entries in the subject index referring to ‘‘Conference
Papers’’. It did not matter, the argument ran, where individual papers originated
from.
It does matter to people who are interested not only in the goods delivered by
CALL researchers but also in distribution channels. Conferences are a very efficient
means of familiarizing a large number of people with new products and methods.
But after a while, new and even more efficient ways (journals, handbooks, monographs) are devised to achieve desired effects. This instalment has only a handful, 11,
to be precise of index terms referring readers to Conference Papers. Previous contributions to this international CALL bibliography had many more. Despite the
fact that some of the sources tapped for this collection are of pre-1997 origin, this
shows that CALL events have become an integral piece of the language teaching
industry’s information channels. They are no longer separate. A subject index, if and
when it is a faithful recorder of developments, thus helps to plot the steps undertaken by the research community from humble beginnings in cottages and garages
along more sophisticated routes—and garden paths—at later stages to present
heights. This is an important bit of information, I submit.
The usefulness of cumulative indices can be demonstrated in yet another way. Let
us take a closer look at the four key index terms which help to circumscribe the
quality of the learning process and how a researcher might attempt to catch it. How
autonomous is the learner in a CALL environment? What are the roles of teachers
and students? And how does a researcher tap the participants’ reactions? An
inspection of how the terms Autonomy, Questionnaire, Student, and Teacher are
distributed across two sets of data is revealing. The first set comprises a total of 3376
bibliographic entries representing the period from roughly 1984 to 1994, the second
set has only 1242 entries, collected between 1995 and 2001.
Autonomy
Questionnaire
Student
Teacher
First period
1984–1994
3376 entries
Second period
1995–2001
1242 entries
Assuming linear
progress
33
40
33
36
49
48
89
59
12
15
12
13
U.O.H. Jung / System 30 (2002) 349–398
351
If we assume a constant relationship across the years, the last column shows the
frequency of index terms to be expected. The 1242 entries for the second period
represent hardly more than a third of those for the first period. One would expect no
more than 12 entries for Autonomy etc. etc. Instead, we notice that there are four
times as many entries for this term alone, not to mention Student and Teacher. In
the published literature there is a clear indication that the student has moved centre
stage. This bit of information corroborates what CALL experts may have guessed.
But it is good to have the hard facts at one’s elbow to support intuition.
It should be added that this compilation points to a number of rival bibliographic
tools which could and should also be consulted to round off the picture.
The reader’s attention is also drawn to the fact that there are many Internet locations where electronic CALL bibliographies can be found. A search engine will lead
the way.
Finally, I should like to thank my wife Heidrun who, as usual, ably supported me
in all stages of development (compilation, typing, editing, proofreading) of this
bibliography.
4061. Abe, D. & Cembalo, M. (1983). E.A.O.: expression avec ordinateur?
Mélanges Pédagogiques 3–28.
4062. Abrams, Z.I. (2001). Computer-mediated communication and group
journals: expanding the repertoire of participant roles. System 29 (3),
489–503.
4063. Adair-Hauck, B. et al. (1999). Evaluating the integration of technology and
second language learning. CALICO Journal 17 (2), 269–306.
4064. Ahmad, K. & Rogers, M. (1992). Translation and information technology:
the Translator’s Workbench. ReCALL 6, 3–9.
4065. Aldridge, E.-M. (1999). L’Internet: un outil apprécié. Les Cahiers de
l’APLIUT 19 (2), 37–42.
4066. Allen, J.R. & Periyasamy, K. (1997). Software engineering principles applied
to computer assisted language learning. CALICO Journal 14 (2–4), 35–50.
4067. Alm-Lequeux, A. (2001). Using the Internet as a Zone of Proximal
Development for teaching indirect speech: a Vygotskian approach. Die
Unterrichtspraxis/Teaching German 34 (1), 1–9.
4068. Amiri, F. (2000). IT-literacy for language teachers: should it include
computer programming? System 28 (1), 77–84.
4069. Anon. (1998). Education. 101 success stories. New York, McGraw-Hill.
4070. Assenmacher, K.-H. (2001). Netmeetings: Video- und Audiokonferenzen
als Herausforderung und Chance. Der fremdsprachliche Unterricht
Englisch 54, 34–38.
4071. Atkinson, T. (1998). InfoTech 3: WWW-Internet in the modern foreign
language classroom. London, CILT.
4072. Austin, R. & Mendlick, F. (1993). E-mail in modern language development.
ReCALL 9, 19–23.
4073. Bader, M.J. (2000). Choosing CALL software: beginning the evaluation
process. TESOL Journal 9 (2), 18–22.
352
U.O.H. Jung / System 30 (2002) 349–398
4074. Baer, A. (ed.) (1998). Medienkompetenz als Bildungsauftrag. Frankfurt a.M.,
Verband der Schulbuchverlage e.V.
4075. Bangs, P. & Shield, L. (1999). Why change authors into programmers?
ReCALL 11 (1), 19–29.
4076. Barker, A. (2001). Ancient Greek with Thrasymachus: a web site for
learning Ancient Greek. CALICO Journal 18 (2), 393–400.
4077. Baron, N.S. (1998). Letters by phone or speech by other means: the
linguistics of email. Language & Communication 18 (2), 133–170.
4078. Barrette, C.M. (2001). Students’ preparedness and training for CALL.
CALICO Journal 19 (1), 5–36.
4079. Barson et al. (1993). Foreign language learning using e-mail in a
task-oriented perspective: interuniversity experiments in communication
and collaboration. Journal of Education and Technology 4 (2), 565–584.
4080. Baten, L. et al. (1999). WebSiteStories (WST): evaluating works of art.
Intercultural content-based language learning via Internet. ReCALL
11 (3), 4–12.
4081. Bauer, W. (1999). Multimedia in der Schule? Potentiale, Gefahren,
Herausforderungen. In: Verband der Schulbuchverlage e.V. (ed.). Werkstatt
Multimedia. Chancen von Multimedia und Internet im Unterricht.
Frankfurt a.M., Verband der Schulbuchverlage, pp. 25–31.
4082. Beaudoin, M. (1998). De l’enseignement de la grammaire par l’Internet.
The Canadian Modern Language Review 55 (1), 61–75.
4083. Beauvois, M.H. (1995). E-talk: attitudes and motivation in computerassisted classroom discussion. Computers and the Humanities 28, 177–190.
4084. Beauvois, M.H. (1998). Conversations in slow motion: computer-mediated
communication in the foreign language classroom. The Canadian Modern
Language Review 54 (2), 198–217.
4085. Beers, M. (2001). A media-based approach to developing ethnographic
skills for second language teaching and learning. Zeitschrift für
Interkulturellen Fremdsprachenunterricht 6 (2), 1–26. (http://www.ualberta.
ca/ german/ejournal/beers2.htm).
4086. Berchoud, M. (1998). Multimédia: interroger les étudiants. Le Français
dans le Monde 295, 31–32.
4087. Berghoff, M. & Frederking, V. (1999) Auf dem Weg zum virtuellen
Klassenzimmer. Computervermittelte Kooperation zwischen Lerngruppen
auf der Basis von E-Mail, DCR-Chat, BSCW, Netmeeting und VideoKonferenz. Ide. Zeitschrift für den Deutschunterricht in Wissenschaft
und Schule 23 (2), 121–133.
4088. Bertin, J.-C. (2001). L’ergonomie didactique: une approche de la
recherche dans le domaine de l’apprentissage médiatisé par ordinateur.
In: Mémet, M. & Perrin, M. (eds.). L’Anglais de spécialité en France.
Bordeaux, Université Victor-Segalen, pp. 237–254.
4089. Bertin, J.-C. (1988). L’ordinateur au service de l’apprentissage au service
de l’ordinateur? Les Cahiers de l’Apliut 17 (3), 58–68.
U.O.H. Jung / System 30 (2002) 349–398
353
4090. Bertschi-Kaufmann, A. et al. (1999). ‘‘Über Schildkröten haben wir ganz
viel gefunden’’. Erste Begegnungen mit einer Kinderseite im Netz. Praxis
Deutsch 158, 27–31.
4091. Bisaillon, J. & Desmarais, L. (1998). Apprentissage de l’écrit et ALAO.
Etudes de Linguistique Appliquée 110, 193–203.
4092. Blake, R.J. (1999). Nuevos Destinos: a CD-ROM for advanced beginning
Spanish. CALICO Journal 17 (1), 9–24.
4093. Blatt, I. (1998). Schreibberatung und kooperatives Schreiben am
Computer. Praxis Deutsch 149, 49–52.
4094. Blin, F. (1998). Les enjeux d’une formation autonomisante de l’apprenant
en environnement multimédia. Etudes de Linguistique Appliquée 110,
215–226.
4095. Bonvallet, S. & deLuce, J. (2001). Roles for technology in collaborative
teaching. CALICO Journal 18 (2), 295–303.
4096. Borgmann, E.L. (ed.) (1997). Sprachen lernen mit neuen Medien. Frankfurt
a.M., Verlag Akademische Schriften.
4097. Borrmann, A. & Gerdzen, R. (1998). SchülerInnen als Autoren von
Multimedia-Produkten. Der Deutschunterricht 50 (3), 85–93.
4098. Borrmann, A. (1999). Eine Hypertext-Interpretation zu einem vernetzten
Roman. Praxis Deutsch 158, 59–64.
4099. Borrmann, A. (1999). Von Link zu Link. Schreiben von Suchtexten für
das Internet. Praxis Deutsch 153, 35–39.
4100. Boswood, T. (ed.) (1997). New ways of using computers in language teaching.
Alexandria, VA, TESOL.
4101. Bracht, M. (1998). Eine Internet-Rallye durch Zeit und Raum.
Neusprachliche Mitteilungen aus Wissenschaft und Praxis 51 (2), 100–102.
4102. Braine, G. (1998). Teaching writing on local area networks. In: Ward, C.S.
& Renandya, W.A. (eds.). pp. 63–76.
4103. Brammerts, H. (1995). L’approche communicative et l’ordinateur. Etudes de
Linguistique Appliquée 100, 67–77.
4104. Braun, A. (1998). Die Nutzung des Internet für den DaF-Unterricht. Info
DaF 25 (1), 72–84.
4105. Breilmann, S. & Schopen, M. (1999). Vom virtuellen in den realen Raum.
Szenische Darstellung eines Chatgesprächs. Praxis Deutsch 158, 48–54.
4106. Breilmann-Massing, S. & Schopen, M. (1999). Internet für Anfänger. Praxis
Deutsch 153, 44–47.
4107. Brett, P. & Motteram, G. (eds.) (2000). A special interest in computers.
Learning and teaching with information and communication technologies.
Whitstable, IATEFL.
4108. Brett, P. (1996). Using multimedia: an investigation of learners’ attitudes.
Computer Assisted Language Learning 9 (2–3), 191–212.
4109. Brett, P. (2000). Using computer-based digital video in language learning.
In: Brett, P. & Motteram, G. (eds.). pp. 43–58.
4110. Brockett, A. et al. (1992). Development of a human–computer interface.
ReCALL 7, 17–27.
354
U.O.H. Jung / System 30 (2002) 349–398
4111. Broncano, B. & Ribeiro, M. (1999). The shape of the future: computers
and multimedia resources in the teaching of Portuguese as a foreign
language and culture. ReCALL 11 (3), 13–24.
4112. Brown, K. (ed.) (1999). Using new technology in the classroom. Sydney,
National Centre for English Language Teaching and Research.
4113. Bull, S. (1994). Learning languages: implications for student modelling in
ICALL. ReCALL 6 (1), 34–39.
4114. Burnett, J. (1998). Language alternation in a computer-equipped foreign
language classroom: the intersection of teacher beliefs, language, and
technology. The Canadian Modern Language Review 55 (1), 97–123.
4115. Burnett, J. (1999). Classroom-management—classroom survival: one
teacher’s story of constructing practice in a computer-equipped foreign
language classroom. Foreign Language Annals 32 (3), 279–294.
4116. Burston, J. (1998). From CD-ROM to the WWW: coming full circle.
CALICO Journal 15 (1–3), 67–74.
4117. Burston, J. (2001). Computer-mediated feedback in composition correction.
4118. Bush, M.D. & Terry, R.M. (eds.) (1997). Technology-enhanced language
learning. Lincolnwood, IL, National Textbook Company.
4119. Bush, M.D. (2000). Digital Versatile Disc (DVD): the new medium for
interactive video. CALICO Journal 17 (3), 453–474.
4120. Butler, M. & Fawkes, S. (1999). Videoconferencing for language learners.
Language Learning Journal 19, 46–49.
4121. Byleen, E. & Byrd, P. (2001). Using a variety of technologies to create and
maintain a long-distance materials development team. CALICO Journal
19 (1), 51–65.
4122. Cabot, C. (2000). Los efectos de la Web en la adquisición de destrezas
lectoras y escritas en un curso de cultura hispana. ReCALL 12 (1), 63–72.
4123. Cahill, D. & Catanzaro, D. (1997). Teaching first-year Spanish online.
4124. Cameron, K. (1998). Multimedia CALL: theory and practice. Exeter,
Elm Bank Publications.
4125. Cameron, K. (ed.) (1999). CALL: media, design and applications. Lisse,
Swets & Zeitlinger.
4126. Carstens-Wickham, B. (2001). Computer assisted business translation: an
experimental course with a future. Die Unterrichtspraxis/Teaching
German 34 (1), 53–59.
4127. Catroux, M. (1999). L’Internet dans la classe de langue: quelques
possibilités d’utilisation. Les Cahiers de l’APLIUT 19 (2), 19–29.
4128. Caudery, T. (2000). E-mail og e-mailsprog. Sprogforum 16, 47–52.
4129. Cazade, A. (1998). Le multimédia au service des langues. Les Cahiers de
l’APLIUT 17 (3), 38–56.
4130. Cazade, A. (1999). Pour intégrer des outils électroniques de référence et
de recherche dans l’enseignement des langues: Woodsmith Tools—O.U.P.
Les Cahiers de l’APLIUT 19 (1), 98–122.
U.O.H. Jung / System 30 (2002) 349–398
355
4131. Cazade, A. (2001). Pour intégrer des outils électroniques de référence dans
l’enseignement de l’anglais. Les Cahiers de l’APLIUT 21 (1), 87–97.
4132. Cebrian, B. & Wight, T. (1998). Montage multimédia pour la création
d’une leçon à utilisation en autonomie. Les Cahiers de l’APLIUT 17 (3),
115–119.
4133. Cech, F. et al. (1999). Latein goes Internet. Was bringt’s, was ist’s? TELL
& CALL 1, 34–35.
4134. Chalmel, A. (1998). Konkordanzen: innovative konstruktivistische
Lernmedien zur Erzeugung von Sprachbewusstheit. Französisch heute
28 (1), 45–56.
4135. Chalmel, A. (1999). Programmes-auteurs: outils de travail multimédiatiques
interactifs à base authentique. Französisch heute 30 (3), 300–308.
4136. Chang, Y.-Y. & Hsu, Y.-P. (1998). Requests on e-mail: a cross-cultural
comparison. RELC Journal 29 (2), 121–151.
4137. Chanier, T. (1996). Learning a second language for specific purposes
within a hypermedia framework. Computer Assisted Language Learning
9 (1), 3–43.
4138. Chanier, T. (1998). Hypertexte, Hypermédia et apprentissage dans des
systèmes d’information et de communication. Etudes de Linguistique
Appliquée 110, 137–146.
4139. Chappelle, C.A. (2001). Innovative language learning: achieving the vision.
ReCALL 13 (1), 3–14.
4140. Charrière, P. et Magnin, M.C. (1998). Simulations globales avec internet:
un atout majeur pour les départements de langues. The French Review
72 (2), 320–328.
4141. Chevalier, Y. (1998). Les simulations orales dans les apprentissages
assistés des langues. Etudes de Linguistique Appliquée 110, 159–170.
4142. Clancy, P. (1973). A visit to the Plato computer teaching project for
French. Babel 9 (2), 13–17.
4143. Cobb, T. (1999). Breadth and depth of lexical acquisition with hands-on
concordancing. Computer Assisted Language Learning 12 (4), 345–360.
4144. Collentine, J. (1998). Cognitive principles and CALL grammar instruction:
a mind-centered, input approach. CALICO Journal 15 (1–3), 1–18.
4145. Conacher, J.E. & Royall, F. (1998). An evaluation of the use of the
Internet for the purposes of foreign language learning. Language Learning
Journal 18, 37–41.
4146. Coniam, D. (1997). A preliminary inquiry into using corpus word
frequency data in the automatic generation of English language cloze tests.
4147. Coniam, D. (1998). The use of speech recognition software as an English
language oral assessment instrument: an exploratory study. CALICO
Journal 15 (4), 7–23.
4148. Conrad, B. & Veteto-Conrad, M. (1997). Using interactive video in the
classroom and the lab: the example of Lernexpress. Die Unterrichtspraxis/
Teaching German 30 (2), 178–184.
356
U.O.H. Jung / System 30 (2002) 349–398
4149. Corbel, C. (1999). Task as tamagotchi: ESL teachers’ work in the emerging
hypermedia environment. Prospect 14 (3), 40–45.
4150. Corness, P. et al. (1997). Astcovea: grammar in context. ReCALL 9 (2),
33–42.
4151. Cummins, J. (1998). e-lective language learning: design of a computerassisted text-based ESL/EFL learning system. TESOL Journal 7 (3), 18–21.
4152. Cunningham, D. (1990). Past predictions, current perspectives and future
prospects in CALL. Babel 25 (2), 6–26.
4153. Cunningham, D. (1998). 25 years of technology in language teaching. A
personal experience. Babel 33 (1), 4–7, 35, 37.
4154. Dagneaux, E. et al. (1998). Computer-aided error analysis. System 26 (2),
163–174.
4155. Dahlmann, A. & Rilling, S. (2001). Integrating technologies and tasks in
an EFL distance course in Finland. TESOL Journal 10 (1), 4–8.
4156. Dall, S.A. (2001). Technology in the classroom: teaching the process of
editing. CALICO Journal 18 (2), 401–403.
4157. Dansuwan, S. et al. (2001). Development and evaluation of a Thai
learning system on the Web using natural language processing. CALICO
Journal 19 (1), 67–88.
4158. Daud, N.M. (1998). Teaching writing using computers. In: Ward, C.S. &
Renandya, W.A. (eds.)., pp. 140–150.
4159. Davies, G. (2001). The history of EUROCALL. TELL & CALL 1, 6–10.
4160. Davies, N.F. (1999). Integrating the Internet. A report on work always
in progress. In: Hogan-Brun, G. & Jung, U.O.H. (eds.)., pp. 79–85.
4161. Davies, T. & Williamson, R. (1998). The ghost in the machine: are
‘teacherless’ CALL programs really possible? The Canadian Modern
Language Review 55 (1), 7–18.
4162. Davis, B.H. & Ye-Ling, C. (1994/95). Long-distance collaboration with
on-line conferencing. TESOL Journal 4 (2), 28–31.
4163. Davis, J.N. (1998). If the Internet is the answer, what was the question?
The French Review 72 (2), 382–395.
4164. Daxböck, R. (1999). Kiyeko and the Lost Night. Die Verwendung eines
Interactive Storybooks in der 3. Klasse. TELL & CALL 2, 32–36.
4165. Debray, C. (1999). Bewertungskriterien für Homepages. Praxis Deutsch
158, 55–58.
4166. Debski, R. & Levy, M. (eds.) (1999). WorldCALL: global perspectives on
computer-assisted language learning. Lisse, Swets & Zeitlinger.
4167. Demaizière, F. & Foucher, A.-L. (1998). Individualisation et initiative de
l’apprenant dans des environnements (et des dispositifs) d’apprentissage
ouverts: une expérience d’autoformation guidée. Etudes de Linguistique
Appliquée 110, 227–236.
4168. Desmarais, L. (1998). Apprendre l’orthographe avec un correcteur
orthographique? The Canadian Modern Language Review 55 (1), 76–96.
U.O.H. Jung / System 30 (2002) 349–398
4169. Deville, G. et al. (1996). The use of a multi-media support for remedial
learning of English with heterogeneous groups of ‘false beginners’.
Computer Assisted language Learning 9 (1), 75–84.
4170. DiBella, I.A. (1997). German in Cyberspace: tips and strategies for
beginners. Die Unterrichtspraxis/Teaching German 30 (2), 206–209.
4171. DiGiovanni, E. & Nagaswami, G. (2001). Online peer review: an
alternative to face-to-face? ELT Journal 55 (3), 263–272.
4172. Dodigovic, M. (1998). Elements of research in CALL software
development projects. CALICO Journal 15 (4), 25–38.
4173. Dolan, J. & Royall, F. (2000). Information and communication
technologies and the teaching and learning of French in Irish second-level
schools. Teangeolas 38/39, 80–89.
4174. Donley, K.M. & Reppen, R. (2001). Using corpus tools to highlight
academic vocabulary in SCLT. TESOL Journal 10 (2/3), 7–12.
4175. Dudeney, G. (2000). The Internet and the language classroom. Cambridge,
Cambridge University Press.
4176. Dudeney, G. (2000). The Internet and the language classroom.
Cambridge, CUP.
4177. Duquette, L. & Renié, D. (1998). Stratégies d’apprentissage dans un
contexte d’autonomie et environnement Hypermédia. Etudes de
Linguistique Appliquée 110, 237–246.
4178. Dyson, M.C. & Haselgrove, M. (2000). The effects of reading speed
and reading patterns on the understanding of text read from screen.
Journal of Research in Reading 23 (2), 210–223.
4179. Eastment, D. (1999). The Internet and ELT. The impact of the Internet
on English language teaching. Oxford, Summertown Publishing.
4180. Egan, K.B. (1999). Speaking: a critical skill and a challenge. CALICO
Journal 16 (3), 277–293.
4181. Egbert, J. & Hanson-Smith, E. (eds.) (1999). CALL environments.
Research, practice and critical issues. Alexandria, Virginia, TESOL.
4182. Ehrenreich, C. (1999). Internet i sprogundervisningen. Sprogforum 15,
55–58.
4183. Ellinger, B. et al. (2001). Weaving the web into an EAP reading program.
English Teaching Forum 39 (2), 22–25.
4184. Emerling, E. (2000). Der Einsatz von Internet und Powerpoint im
Englischunterricht einer 5. Klasse. TELL & CALL 2, 40–43.
4185. Esch, E. & Cleary, R-L. (1999). Learner interaction and broadbent
network. In: Hogan-Brun, G. & Jung, U.O.H. (eds.)., pp. 43–52.
4186. Esch, E. & Zähner, C. (2000). The contribution of information and
communication technology (ICT) to language learning environments or
the mystery of the secret agent. ReCALL 12 (1), 5–18.
4187. Esch, E. (1995). Exploring the concept of distance for language learning.
ReCALL 7 (1), 5–11.
4188. Fedderholdt, K. (2001). An email exchange project between non-native
speakers of English. ELT Journal 55 (3), 273–280.
357
358
U.O.H. Jung / System 30 (2002) 349–398
4189. Feise, T.D. (1999). Computer und Internet—von den Anfängen bis zum
computerunterstützten Sprachunterricht für Anfänger und Fortgeschrittene
(1). Zielsprache Englisch 29 (1), 17–22.
computerunterstützten Sprachunterricht für Anfänger und
Fortgeschrittene (2). Zielsprache Englisch 29 (2), 24–27.
computerunterstützten Sprachunterricht für Anfänger und
Fortgeschrittene (3). Zielsprache Englisch 29 (3), 19–24.
4192. Feldner, K. (2001). WebQuest: Harper Lees To Kill a Mockingbird. Der
fremdsprachliche Unterricht Englisch 54, 40–45.
4193. Felix, U. (1998). Virtual language learning: finding the gems among the
pebbles. Melbourne, Language Australia Ltd.
4194. Felix, U. (1999). Exploiting the Web for language teaching: selected
approaches. ReCALL 11 (1), 30–37.
4195. Felix, U. (2001). The web’s potential for language learning: the student’s
perspective. ReCALL 13 (1), 47–58.
4196. Feller, W. (1999). Schule @ Multimedia. Zur Integration der ‘‘neuen
Medien’’ in den Schulunterricht. Ide. Zeitschrift für den Deutschunterricht
in Wissenschaft und Schule 23 (2), 23–31.
4197. Fidelman, C.G. (1998). Growth of Internet use by language professionals.
4198. Finger, A. (2001). Using a virtual job search to implement the Standards
for Language Teaching in first-year German. Die Unterrichtspraxis/
4199. Fischer, G. (1998). E-mail in foreign language teaching. Toward the
creation of virtual classrooms. Tübingen, Stauffenberg.
4200. Fischer, R. & Farris, M. (1999). The LIBRA multimedia authoring
environment and CALL multimedia courseware. CALICO Journal
17 (1), 59–82.
4201. Fix, M. et al. (1999). Apotheken, Kindersitze und die Römer. Vom
schwierigen Umgang mit Informationen aus dem Internet. Praxis
Deutsch 158, 36–41.
4202. Fleta, B.M. et al. (1999). Evaluating multimedia programs for language
learning: a case study. ReCALL 11 (3), 50–57.
4203. Fluck, H.-R. (1999). ‘‘Germnet’’ -ein Ausbildungsprojekt für burjatische
Deutschstudenten und-lehrer via Internet. Zielsprache Deutsch 30 (2),
114–118.
4204. Foelsche, O.K.E. (1998). Stand und Probleme des Einsatzes von
Multimedien im Sprachunterricht in den USA. In: Schröder, H. &
Wazel, G. (eds.). pp. 23–34.
4205. Fox, J.D. & Guillot, M.N. (1993). The Guardian Angel Project.
Computer Assisted Language Learning 6 (2), 163–172.
U.O.H. Jung / System 30 (2002) 349–398
359
4206. Fraser, O.C. (1999). Goethe gossips with Grass: using computer chatting
software in an introductory literature course. Die Unterrichtspraxis/
4207. Fratt, G. & Siehs, G. (2000). Erste Erfahrungen aus dem Feldversuch
Neue Medien am GRg Salzburg Akademiestraße und am Akademischen
Gymnasium Innsbruck. TELL & CALL 4, 28–32.
4208. Frech, E. (2000). E-Mail-Projekte im Englischunterricht einer Klasse 11.
Anspruch und Wirklichkeit. Praxis des neusprachlichen Unterrichts 47 (3),
267–270.
4209. Freibichler, H. (1999). Lehrer und Schüler entwickeln gemeinsam
Multimedia-Programme. In: Verband der Schulbuchverlage e.V. (ed.).
Werkstatt Multimedia. Chancen von Multimedia und Internet im
Unterricht. Frankfurt a.M., Verband der Schulbuchverlage, pp. 32–36.
4210. Fröhlich, J. (1999). Language lab—multimedia lab—future lab. In:
Hogan-Brun, G. & Jung, U.O.H. (eds.)., pp. 149–155.
4211. Frommer, J. & Foelsche, O.K.E. (1999). Super Mac-Lang: development
of an authoring system. CALICO Journal 17 (1), 115–141.
4212. Fulcher, G. (2000). Computers in language testing. In: Brett, P. &
Motteram, G. (eds.)., pp. 93–107.
4213. Funk, H. & Tschirner, E. (eds.) (1999). Neue Medien im Deutschunterricht.
(=Hft. 21 von Fremdsprache Deutsch, passim).
4214. Galavis, B. (1998). Computers and the EFL class: their advantages and
a possible outcome, the autonomous learner. English Teaching Forum
36 (4), 27–28.
4215. Gauthier, M. (1998). Le Roman de Saint Jacques: un cédérom pour
têtes bien pleines ou pour têtes bien faites? Les Cahiers de l’APLIUT
17 (3), 105–113.
4216. Genenz, K. (1998). Japanisch-Unterricht und Computer. In: Woirgardt,
R. & Walz, M. (eds.). CAI. Das 4. Symposium des Vereins ‘‘Japanisch an
Hochschulen’’. Saarbrücken, Universität des Saarlandes: Japan-Lektorat,
pp. 95–104.
4217. Gesigova, L. (2000). Multimedia und Methoden des offenen Unterrichts
auf der Waagschale: Innovationen, Empirie und Auswahl. Englisch
35 (3), 86–90.
4218. Gettys, S. et al. (2001). Computer-assisted reading: the effect of glossing
format on comprehension and vocabulary retention. Foreign Language
Annals 34 (2), 91–106.
4219. Ghadessy, M. et al. (eds.) (2001). Small corpus studies and ELT.
Amsterdam, John Benjamins.
4220. Gillespie, J. & McKee, J. (1999). Resistance to CALL: degrees of student
reluctance to use CALL and ICT. ReCALL 11 (1), 38–46.
4221. Gillespie, J. (2000). Towards a computer-based learning environment:
a pilot study in the use of FirstClass. ReCALL 12 (1), 19–26.
4222. Gillespie, J.H. & McKee, J. (1998). The Text Analysis Program:
developing students’ analytical skills. ReCALL 10 (2), 44–52.
360
U.O.H. Jung / System 30 (2002) 349–398
4223. Gitsaki, C. & Taylor, R.P. (1999). Internet-based activities for the ESL
classroom. ReCALL 11 (1), 47–57.
4224. Glencross, M. (1993). Grammar and CALL: a review of current practice
in some French language programs. ReCALL 8, 21–26.
4225. Glencross, M. (1995). Using the Robert Electronique as a language learning
resource. ReCALL 7 (1), 54–58.
4226. Goarant, B. (1999). Pour un usage raisonné du multimedia. Le Français
dans le Monde 302, 45–47.
4227. Godwin-Jones, R. (1999). Web course design and creation for language
learning. CALICO Journal 17 (1), 43–58.
4228. Goh, C.C.M. & Doyle, P. (1998). Using multimedia CD-ROMs to develop
listening competence. In: Ward, C.S. & Renandya, W.A. (eds.). pp. 77–96.
4229. Gombocz, I. (2001). Mephistopheles live: teaching German literature via
distance learning. Die Unterrichtspraxis/Teaching German 34 (1), 60–65.
4230. Gonglewski, M.R. (1999). Linking the Internet to the National Standards
for Foreign Language Learning. Foreign Language Annals 32 (3), 348–362.
4231. Goodfellow, R. & Powell, C. (1994). Approaches to vocabulary learning:
data from a CALL interaction. ReCALL 6 (1), 27–33.
4232. Goodwyn, A. (ed.) (2000). English in the digital age. Information and
communications technology (ICT) and the teaching of English. London,
Cassell.
4233. Göttmann, H. (1995). Vom Text zur Klausur—computergestützt.
Materialien Deutsch als Fremdsprache 40, 261–271.
4234. Göttmann, H. (1998). Lehren und Lernen mit Standardsoftware.
Methoden und Techniken für PC-Normalverbraucher. Materialien
Deutsch als Fremdsprache 47, 193–212.
4235. Grace, C. (1998). Personality type, tolerance of ambiguity, and vocabulary
retention in CALL. CALICO Journal 15 (1–3), 19–45.
4236. Grace, C.A. (1999). Retention of word meanings inferred from context and
sentence-level translations: implications for the design of beginning-level
CALL software. The Modern Language Journal 82 (4), 533–544.
4237. Grace, C.A. (2000). Gender differences: vocabulary retention and access
to translations for beginning language learners in CALL. The Modern
Language Journal 84 (2), 214–224.
4238. Grainger, S. (ed.) (1998). Learner English on computer. London, Longman.
4239. Grandjean-Levy, A. (1997). Caught in the Net. The French Review 69 (6),
825–833.
4240. Green, A. & Youngs, B.E. (2001). Using the Web in elementary French and
German courses: quantitative and qualitative study results. CALICO
Journal 19 (1), 89–123.
4241. Greifnieder, U. (1995). The influence of audio support on the effectiveness
of CALL. ReCALL 7 (2), 29–35.
4242. Grenier-Winther, J. (1999). Real issues in the virtual classroom. The
French Review 73 (2), 252–264.
U.O.H. Jung / System 30 (2002) 349–398
361
4243. Gross, A. (1998). MultiConcord—Ein paralleles Konkordanzprogramm
für den Fremdsprachenunterricht. TELL & CALL 4, 36–42.
4244. Gruba, P. (1999). Key barriers in the development of computer-based
testing. Prospect 14 (3), 46–53.
4245. Gruber-Miller, J. & Benton, C. (2001). How do you say ‘‘MOO’’ in Latin?
Assessing student learning and motivation in beginning Latin. CALICO
Journal 18 (2), 305–338.
4246. Grüner, M. & Hassert, T. (2000). Computer im Deutschunterricht.
Ismaning, vmh.
4247. Guillory, H.G. (1998). The effects of keyword captions to authentic
French video on learner comprehension. CALICO Journal 15 (1–3),
89–108.
4248. Gupta, R. (1998). Writing with a different tool. In: Ward, C.S. &
Renandya, W.A. (eds.). pp. 97–120.
4249. Gvozdev, V. et al. (1999). A look at software development: linguistic and
methodological problems. Zielsprache Englisch 29 (2), 28–33.
4250. Haberer, M. (2001). Neue Medien in Frankreich: Vom Minitel zum
Internet. Französisch heute 32 (2), 158–168.
4251. Hablich, K. (1999). Cyber-ABC. Mit 60 ausgewählten Links.
Deutschdidaktik—Schule—Internet. Ide. Zeitschrift für den
Deutschunterricht in Wissenschaft und Schule 23 (2), 54–62.
4252. Hadamitzky, W. (1998). Computerunterstütztes Lernen mit Programmen
aus der Reihe MacSUNRISE. In: Woirgardt, R. & Walz, M. (eds.).
CAI. Das 4. Symposium des Vereins ‘‘Japanisch an Hochschulen’’.
Saarbrücken, Universität des Saarlandes: Japan-Lektorat, pp. 11–24.
4253. Hagen, S. (1995). User preferences in open and distance language
learning: what are the options for multimedia? ReCALL 7 (1), 20–25.
4254. Hahn, M. & Tosch, I. (1998). CD-ROM—Selbstlernen—
Sprachkompetenz. In: Schröder, H. & Wazel, G. (eds.). pp. 13–22.
4255. Hall, C. (1998). Overcoming the grammar deficit: the role of information
technology in teaching German grammar to undergraduates. The
Canadian Modern Language Review 55 (1), 41–60.
4256. Halm-Karadeniz, K. (2001). Das Internet: Ideales Medium für DaF und
Landeskunde. Info DaF 28 (4), 375–396.
4257. Hamilton, J. et al. (2001). Teachers’ perceptions of on-line rater training
and monitoring. System 29 (3), 505–520.
4258. Hanson-Smith, E. (ed.) (2000). Technology-enhanced learning environments.
Alexandria, TESOL.
4259. Harben, P. (1999). An exercise in applying pedagogical principles to
multimedia CALL materials design. ReCALL 11 (3), 25–33.
4260. Hardy, M. (2001). Teaching with the new technologies: an interview
with Richard Hannah. Les Cahiers de l’APLIUT 20 (4), 67–73.
4261. Hare, G. (1998). Using the World Wide Web as a resource in modern
language studies. Language Learning Journal 18, 42–46.
362
U.O.H. Jung / System 30 (2002) 349–398
4262. Harless, W.G. et al. (1999). Virtual dialogues with native speakers: the
evaluation of an interactive multimedia method. CALICO Journal 16 (3),
313–337.
4263. Harrington, M. & Levy, M. (2001). CALL begins with a ‘‘C’’: interaction
in computer-mediated language learning. System 29 (1), 15–26.
4264. Haselmayer, P. (2000). Jennifer, redesignt und durchgestylt—die
CD-ROM zu The New YOU & ME 3. TELL & CALL 4, 54–57.
4265. Hay, J. (2001). Le projet personnel en cours de langue: une expérience en
milieu scientifique. Les Cahiers de l’APLIUT 21 (1), 65–86.
4266. Hedderich, N. (1997). Peer tutoring via electronic mail. Die
4267. Heift, T. (2001). Error-specific and individualised feedback in a Webbased language tutoring system: Do they read it? ReCALL 13 (1), 99–109.
4268. Heift, T. (2001). Intelligent language tutoring systems for grammar
practice. Zeitschrift für Interkulturellen Fremdsprachenunterricht 6 (2),
1–15. (http://www.ualberta.ca/ german/ejournal/heift2.htm).
4269. Hémard, D. & Cushion, S. (2001). Evaluation of a Web-based language
learning environment: the importance of a user-centered design approach
for CALL. ReCALL 13 (1), 15–31.
4270. Hess, H.W. (1998). DaF-Software in der Anwendung—‘‘Alter Quark
noch breiter’’? Info DaF 25 (1), 54–71.
4271. Hess, H.W. (1998). Lernwegweiser aus dem Internet. Zielsprache Deutsch
29 (4), 173–180.
4272. Hewer, S. (1997). InfoTech 2: Text manipulation—computer-based
activities to improve knowledge and use of the target language. London,
CILT.
4273. Heyden, K.-H. & Lorenz, W. (1999). Lernen mit dem Computer in der
Grundschule. Berlin, Cornelsen Verlag Scriptor.
4274. Higgins, J. (2001). Text reconstruction: what else happens in ECLIPSE?
TELL & CALL 1, 16–19.
4275. Higgins, J.J. et al. (1999). Recognising coherence: the use of a text game
to measure and reinforce awareness of coherence in text. System 27 (3),
339–349.
4276. Hochart, J.-J. (1998). Improving listening and speaking skills in English
through the use of authoring systems. ReCALL 10 (2), 18–24.
4277. Hochart, J.-J. (2000). Mise en forme multimédia d’une pédagogie de
l’anglais pour spécialistes d’une autre discipline: son intégration à un
enseignement présentiel et à distance à l’IUT d’Annecy. Les Cahiers de
l’APLIUT 20 (1), 32–45.
4278. Hogan-Brun, G. & Jung, U.O.H. (eds.) (1999). Media, multimedia,
omnimedia. Frankfurt a.M., Peter Lang.
4279. Hogan-Brun, G. & Whittle, R. (1999). Foreign language learning for
specific purposes with multimedia: new teaching and learning dynamics.
In: Hogan-Brun, G. & Jung, U.O.H. (eds.). pp. 87–96.
U.O.H. Jung / System 30 (2002) 349–398
4280. Holzmann, C. & Peters, K. (2000). Dundee 2000—Das Milleniumstreffen
der CALL-Gemeinde—Ein Blick zurück. TELL & CALL 4, 58–61.
4281. Holzmann, C. (1999). ‘‘Mehr übern Rilke gibt es nicht!’’
Deutschunterricht und Neue Technologien. Ide. Zeitschrift für den
Deutschunterricht in Wissenschaft und Schule 23 (2), 93–105.
4282. Holzmann, C. (1999). Mehr übern Rilke gibt es nicht—Deutschunterricht
und neue Technologien. TELL & CALL 4, 22–28.
4283. Hornbacher, J. (1999). Internetadressen für Frankophile. 3. Teil. TELL
& CALL 1, 36–38.
4284. Hornbacher, R. (2000). Internetadressen für Frankophile—6. Teil. TELL
& CALL 4, 22–26.
4285. Howe, W. (1999). Evaluating and producing quality on the net. TELL
& CALL 4, 16–20.
4286. Hwu, F. (1997). Providing an effective and affective learning environment
for Spanish phonetics with a Hypermedia application. CALICO Journal
14 (2–4), 115–134.
4287. Hyde, P. (2000). Towards a virtual learning community: building a
professional development website for the AMEP. Prospect 15 (3), 65–80.
4288. Inman, D. & Harrison, R. (1991). Japanese CALL systems. ReCALL 4,
12–16.
4289. Inoue, F. (1998). College students’ responses to Kanakun and Kantaro.
4290. Jager, S. et al. (eds.) (1998). Language teaching and language technology.
Lisse, Swets & Zeitlinger.
4291. Janshoff, F. (1999). Computer im Deutschunterricht.
Auswahlbibliographie mit dem Schwerpunkt Internet. Ide. Zeitschrift
für den Deutschunterricht in Wissenschaft und Schule 23 (2), 136–144.
4292. Jennings, C. (1995). Enriching the distance language learning experience
through telematics and multimedia: a case study. ReCALL 7 (1), 26–33.
4293. Johns, T.F. & Lixum, W. (1999). Four versions of a sentence-shuffling
program. System 27 (3), 329–338.
4294. Johnson, E.M. & Brine, J.W. (1999). Design and development of CALL
courses in Japan. CALICO Journal 17 (2), 251–268.
4295. Jones, C. (1996). Teaching foreign language business correspondence
with IT. Computer Assisted Language Learning 9 (2–3), 107–113.
4296. Jones, C. (1999). Contextualise and personalise: key strategies for
vocabulary acquisition. ReCALL 11 (3), 34–40.
4297. Jones, C. (1999). Laying the foundations: designing a computing course
for language students. ReCALL 11 (1), 58–64.
4298. Jones, C.M. & Frommer, J. (1999). Building the Portes ouvertes
CD-ROM. CALICO Journal 17 (1), 83–99.
4299. Jones, C.M. (1996). The Oral Language Archive (OLA). A digital audio
database for foreign language study. Computer Assisted Language
Learning 9 (2–3), 235–250.
363
364
U.O.H. Jung / System 30 (2002) 349–398
4300. Jones, E. & Sato, J. (1998). Hardware, software, students and teachers:
a look at technology in the classroom. In: Ward, C.S. & Renandya,
W.A. (eds.). pp. 1–20.
4301. Jones, J.F. (2001). CALL and the responsibilities of teachers and
administrators. ELT Journal 55 (4), 360–367.
4302. Joulia, D. (2001). Apprentissage de la grammaire: une solution
informatique de remédiation. Les Cahiers de l’APLIUT 21 (1), 48–64.
4303. Joy, A. et al. (1983). Listening comprehension in foreign languages:
computing some possibilities. (1). Babel 18 (2), 15–30.
4304. Jung, U.O.H. (1999). An international bibliography of computer-assisted
language learning: fourth instalment. In: Hogan-Brun, G. & Jung,
U.O.H. (eds.). pp. 157–216.
4305. Jung, U.O.H. (1999). Will the real ed tech please stand up? In:
Hogan-Brun, G. & Jung, U.O.H. (eds.). pp. 19–29.
4306. Kaltenböck, G. (2001). Englische Intonation im Selbststudium?—Die
CD-ROM macht’s möglich: Überlegungen zum Design von In Tune
with English. TELL & CALL 2, 34–38.
4307. Kamhi-Stein, L.D. (2000). Looking to the future of TESOL teacher
education: Web-based bulletin board discussions in a methods course.
TESOL Quarterly 34 (3), 423–455.
4308. Kammerl, R. & Schilcher, A. (1999). Die Abenteuerinsel—ein
Schreibprojekt im Internet. Praxis Deutsch 158, 32–35.
4309. Kang, Y.-S. & Maciejewski, A.A. (2000). A student model of technical
Japanese reading proficiency for an intelligent tutoring system. CALICO
Journal 18 (1), 9–40.
4310. Kano, C. (1998). Computer assisted Kanji test and reading
comprehension system. In: Woirgardt, R. & Walz, M. (eds.). CAI. Das 4.
Symposium des Vereins ‘‘Japanisch an Hochschulen’’. Saarbrücken,
Universität des Saarlandes: Japan-Lektorat, pp. 33–40.
4311. Kassouf, S. (2000). The Web and Berlin as Baustellen: reflecting on
cultural construction in the German classroom. Die Unterrichtspraxis/
4312. Katz, S.L. (2001). Videoconferencing with the French-speaking world:
a user’s guide. Foreign Language Annals 34 (2), 152–157.
4313. Kenning, M-M. (1998). Médias et pédagogie dans l’apprentissage des
langues. Les Cahiers de l’APLIUT 17 (3), 25–37.
4314. Kenning, M-M. (1999). Effective language learning and the media: a
study of the implications of current theories for the exploration of
technology. In: Hogan-Brun, G. & Jung, U.O.H. (eds.). pp. 1–8.
4315. Kessler, G. & Plakans, L. (2001). Incorporating ESOL learners’
feedback and usability testing in instructor-developed CALL materials.
TESOL Journal 10 (1), 15–20.
4316. Kettemann, B. (1995). How effective is CALL in ELT? ReCALL 7 (1),
49–53.
U.O.H. Jung / System 30 (2002) 349–398
365
4317. Keuten, H.-P. (1998). Tandemlernen mit E-Mail. Der fremdsprachliche
Unterricht Französisch 32 (2), 37–42.
4318. King, L.J. (2000). Teaching German literature through the Web:
processes and outcomes. Die Unterrichtspraxis/Teaching German 33 (1),
62–70.
4319. Kinginger, C. (1998). Videoconferencing as access to spoken French. The
Modern Language Journal 82 (4), 502–513.
4320. Kitao, K. (2001). World Wide Web resources for communication.
Doshisha Studies in Language and Culture 4 (1), 307–360.
4321. Kitts, S.-A. & Whittlestone, K. (1998). CALScribe: a multimedia
template ideal for CALL development. ReCALL 10 (2), 4–11.
4322. Koet, T. (1999). ICT and language skills: an integrated course. ReCALL
11 (1), 65–71.
4323. Kohn, K. & Rieder, A. (1999). TELOS language learning: user needs
and telemedia explorations. In: Hogan-Brun, G. & Jung, U.O.H. (eds.).
pp. 31–42.
4324. Kohn, K. (1995). Perspectives on computer assisted language learning.
ReCALL 7 (2), 5–19.
4325. Kol, S. & Schcolnik, M. (2000). Enhancing screen reading strategies.
4326. Koleff, I.-A. (2001). New network resources at the Volkshochschule in
Vienna, Austria. TELL & CALL 2, 6–11.
4327. Kolstrup, S. (1994). The use of pictorial narratives in multimedia systems
for foreign language learning: Jean de l’Ours. ReCALL 6 (1), 9–14.
4328. König, E. & Müller, H.-H. (1993). Computerunterstützte Sprachanalyse
für Einsteiger. Info DaF 20 (1), 3–15.
4329. Kornum, L. (1994). TELL and CALL in Scandinavian countries.
ReCALL 6 (1), 40–43.
4330. Kornum, L. (1998). The 4 modules—a Danish model for teacher training
in IT. TELL & CALL 3, 16–20.
4331. Kost, C.R. (1997). Landeskunde im Internet: eine computergestützte
Unterrichtseinheit. Die Unterrichtspraxis/Teaching German 30 (2),
210–213.
4332. Kost, C.R. (1999). Enhancing communicative language skills through
effective use of the World Wide Web in the foreign language classroom.
Foreign Language Annals 32 (3), 309–320.
4333. Kranz, D. (1999). Curiosity pays: Ein kleiner Wegweiser zu kreativen und
interaktiven Fremdsprachenübungen im Internet. Zielsprache Englisch
29 (3), 4–9.
4334. Kraus, A. (1998). Realschülerarbeiten mit einem Textrekonstruktionsprogramm.
Französisch heute 28 (1), 34–44.
4335. Kreutzer, M. & Neunzig, W. (1997). Computer assisted learning
teacher training methodology and evaluation of a seminar for language
teachers. CALICO Journal 14 (2–4), 65–79.
366
U.O.H. Jung / System 30 (2002) 349–398
4336. Kröger, S. (2000). Die Schulhomepage im Englischunterricht:
Medieneuphorie oder fremdsprachlicher Lerngewinn? Englisch 35 (3),
96–103.
4337. Kroonenberg, N. (1994/95). Developing communicative and thinking
skills via electronic mail. TESOL Journal 4 (2), 24–27.
4338. Krüger, A. & Hamilton, S. (1997). RECALL: individual language
tutoring through intelligent error diagnosis. ReCALL 9 (2), 51–58.
4339. Krumm, P. (1998). Les meilleurs serveurs du Web francophone.
4340. Kubota, R. (1999). Word processing and projects in a college Japanese
language class. Foreign Language Annals 32 (2), 205–218.
4341. Kühn, G. (ed.) (1998). Computergestütztes Deutschlernen von Ausländern
für die Berufs– und Arbeitswelt. Eine Materialsammlung. Bielefeld, W.
Bertelsmann Verlag.
4342. Kumbruck, C. (1998). Hypertext reading: novice vs. expert reading.
Journal of Research in Reading 21 (2), 160–172.
4343. Kurtz, J. (2001). Zur Verknüpfung von Lehrbuch und Internet im
Englischunterricht. Praxisskizze und Überlegungen zum Lehrwerk der
Zukunft. Englisch 36 (3), 81–93.
4344. Kussler, R. (1997). Learn to Speak German—eine kritische Würdigung.
Die Unterrichtspraxis/Teaching German 30 (2), 191–199.
4345. La Torre, M.D. (1999). A web-based resource to improve translation
skills. ReCALL 11 (3), 41–49.
4346. Labour, M. (2001). Social constructivism and CALL: evaluating some
interactive features of network-based authoring tools. ReCALL 13 (1),
32–46.
4347. Labrie, G. (2000). A French vocabulary tutor for the Web. CALICO
Journal 17 (3), 475–499.
4348. Lachner, A. (ed.) (1998). Multimedia im Fremdsprachenunterricht.
(=Hft. 2/1998 der Zeitschrift BABYLONIA).
4349. Lally, C.G. (2000). The effect of keyboarding on the acquisition of
diacritical marks in the foreign language classroom. The French Review
73 (5), 899–907.
4350. Lam, W.S.E. (2000). L2 literacy and the design of the self: a case study
of a teenager writing on the Internet. TESOL Quarterly 34 (3), 457–482.
4351. Lamy, M.-N. (1997). The Web for French grammar: a tool, a resource
or a waste of time? ReCALL 9 (2), 26–32.
4352. Lan, L. (2000). Email: a challenge to standard English? English Today 64,
23–29, 55.
4353. Lancien, T. (1997). Le multimédia. Paris, CLE International.
4354. Lancien, T. (1998). Images mobiles et multimédia. Etudes de Linguistique
Appliquée 110, 171–181.
4355. Lange, W. (1999). Ein Schatten wie ein Leopard: Ramon Santiagos
Geschichte. Praxis Deutsch 158, 42–47.
U.O.H. Jung / System 30 (2002) 349–398
367
4356. LaRocca, S.A. et al. (1999). On the path to 2x learning: exploring the
possibilities of advanced speech recognition. CALICO Journal 16 (3),
295–310.
4357. Larson, J.W. (2000). Testing oral language skills via the computer.
4358. Latousek, R. (2001). Fifty years of classical computing: a progress
report. CALICO Journal 18 (2), 211–222.
4359. Laurier, M. (1998). Méthodologie d’évaluation dans des contextes
d’apprentissage des langues assistés par des environnements informatiques
multimédias. Etudes de Linguistique Appliquée 110, 247–255.
4360. Laurier, M. (2000). Can computerised testing be authentic? ReCALL
12 (1), 93–104.
4361. Le Bigot, S. & Selbach, G. (1998). Heurs et malheurs de la création
d’une malette multimédia. Les Cahiers de l’APLIUT 17 (3), 81–89.
4362. Lee, L. (1998). Going beyond classroom learning: acquiring cultural
knowledge via on-line newspapers and intercultural exchanges via on-line
chatrooms. CALICO Journal 16 (2), 101–120.
4363. Lee, P. (1996). A review of MacZı̀—computer-assisted language learning
for modern standard Chinese. Babel 31 (1), 18–25, 34, 38.
4364. Levine, A. et al. (1999). A computer-mediated curriculum in the EFL
academic writing class. ReCALL 11 (1), 72–79.
4365. Levison, M. & Lessard, G. (1996). Using a language generation system
for second language learning. Computer Assisted Language Learning
9 (2–3), 181–189.
4366. Levy, M. (1997). Computer-assisted language learning. Context and
conceptualization. Oxford, Clarendon Press.
4367. Levy, M. (1999). Responding to the context of CALL: directions for
research. Prospect 14 (3), 24–31.
4368. Lewandowska-Tomasczyk, B. et al. (2001). Foreign language teaching and
information and communication technology. Frankfurt a.M., Peter Lang.
4369. Lewin, C. (2000). Exploring the effects of talking book software in UK
primary classrooms. Journal of Research in Reading 23 (2), 149–157.
4370. Lewis, P. & Tadashi, S. (eds.) (1997). CALL: basics and beyond. Sydney,
National Centre for English Language Teaching and Research.
4371. Lhote, E. et al. (1998). Apprentissage de l’oral et environnements
informatiques. Etudes de Linguistique Appliquée 110, 183–192.
4372. Li, Y. (2000). Assessing second language writing: the relationship between
computerized analysis and rater evaluation. ITL Review of Applied
Linguistics 127/128, 37–51.
4373. Liaw, M.-L. (1998). Using electronic mail for English as a foreign
language instruction. System 26 (3), 335–351.
4374. Liddell, P. (2001). The infrastructure of language learning centres.
Zeitschrift für Interkulturellen Fremdsprachenunterricht 6 (2), 1–8. (http://
www.ualberta.ca/ german/ejournal/liddell.htm).
368
U.O.H. Jung / System 30 (2002) 349–398
4375. Liou, H.-C. (1996). Development of intelligent tutoring systems: an
example for English writing-revision. Computer Assisted Language
Learning 9 (1), 85–94.
4376. Liou, H.-C. (1997). Research of on-line help as learner strategies for
multimedia CALL evaluation. CALICO Journal 14 (2–4), 81–96.
4377. Lister, B. & Smith, T. (2001). Learning Latin by electronic media:
edging into the future. CALICO Journal 18 (2), 235–248.
4378. Little, D. (1998). Technologies, media and foreign language learning. Dublin,
Authentik.
4379. Luga-Lopez, J. (1999). ‘‘Easy Business’’—Praxisnahe Betriebswirtschaft:
Ein innteraktiven [sic] Lernprogramm zu Wirtschaftsfragen. TELL &
CALL 2, 28–31.
4380. Lühken, A. (1998). PC-Fremdsprachenlernprogramme auf dem Prüfstand.
4381. Lummel, M. (2001). Internetarbeit im Alltag des gymnasialen
Englischunterrichts. Englisch 36 (3), 93–103.
4382. Lutcavage, C. (1997). Austrian Landeskunde via HyperCard and
interactive video. Die Unterrichtspraxis/Teaching German 30 (2),
167–177.
4383. Magrath, W. (2001). A return to interactivity: the third wave in
educational uses of information technology. CALICO Journal 18 (2),
283–294.
4384. Mahoney, A. (2001). Tools for students in the Perseus digital library.
4385. Maingard, C. (1998). Word processing and e-mail in the foreign language
classroom. TELL & CALL 4, 16–23.
4386. Maingard, C. (1999). Evolutionary epistemology in language learning:
possible implications for CALL. ReCALL 11 (1), 80–92.
4387. Mangenot, F. (1998). Réseau Internet et apprentissage du français. Etudes
de Linguistique Appliquée 110, 205–214.
4388. Matthews, E. (1998). Language learning using multimedia conferencing:
the ReLaTe project. ReCALL 10 (2), 25–32.
4389. Matthews, E. et al. (1996). Multimedia conferencing for remote language
teaching over SuperJANET. Computer Assisted Language Learning
9 (2–3), 99–105.
4390. Mayer, U. (1999). ‘‘Sunpower Communication Strategies in English for
Business Purposes’’. TELL & CALL 2, 24–27.
4391. McBride, N. & Seago, K. (1996). The A to Z of GRAMMAR. An
integrated CALL project. Computer Assisted Language Learning 9 (1),
45–61.
4392. McBride, N. & Seago, K. (1997). Bridging the gap: grammar as hypertext.
ReCALL 9 (2), 17–25.
4393. McCarthy, B. (1994). CALL software design: moving from the notional
to the concrete. ReCALL 6 (1), 19–26.
U.O.H. Jung / System 30 (2002) 349–398
369
4394. McCarthy, B. (1995). Realism and reality in CALL software. ReCALL
7 (2), 36–46.
4395. McEnery, T. et al. (1997). Teaching grammar again after twenty years:
corpus-based help for teaching grammar. ReCALL 9 (2), 8–16.
4396. McGarrell, H.M. (1998). Teaching grammar using the computer. In:
Ward, C.S. & Renandya, W.A. (eds.). pp. 121–139.
4397. McKenna, N.S. & McKenna, P. (2000). Perception and reality: bridging
the Internet gap. Language Learning Journal 21, 8–12.
4398. McKnee, J. (1993). Computer-assisted vocabulary acquisition: an
evaluation of the text analysis program. ReCALL 8, 9–15.
4399. McManus, B.F. (2001). The VRoma project: community and context
for Latin teaching and learning. CALICO Journal 18 (2), 249–268.
4400. Meißner, F.-J. (1998). Zum Interesse der Fremdsprachendidaktik an der
Informatik. CALL, Multimedia und TELL. Französisch heute 28 (1),
4–20.
4401. Meißner, J. (1998). Nochmals: Die Homepage der VdF: http://www.unigiessen.de/ gb1041/vdf.htm. Französisch heute 28 (1), 85–88.
4402. Mellor, J. (1997). Learn to Speak German: how the course is structured.
Die Unterrichtspraxis/Teaching German 30 (2), 185–190.
4403. Menzel, W. et al. (2001). Interactive pronunciation training. ReCALL
13 (1), 67–78.
4404. Merchant, G. (2001). Teenagers in cyberspace: an investigation of
language use and language change in internet chatrooms. Journal of
Research in Reading 24 (3), 293–306.
4405. Meskill, C. & Mossop, J. (2000). Electronic texts in ESOL classrooms.
TESOL Quarterly 34 (3), 585–592.
4406. Meskill, C. (1996). Computers, creativity and communicative competence:
an association machine. Computer Assisted Language Learning 9 (2–3),
115–123.
4407. Metcalfe, P. et al. (1996). French is not a language—it’s a subject: verb
learning and CALL in a mixed-ability environment. Computer Assisted
Language Learning 9 (2–3), 143–161.
4408. Meyer, J. (1998). Präsentation der Schule im Internet. Praxis Deutsch 149,
53–57.
4409. Miceli, T. & Kennedy, C. (2000). CALL in a communicative context. A
study of students’ conversation at a multimedia workstation. Babel 35 (1),
18–23, 38.
4410. Miklitz-Kraft, B. (1997). Französischunterricht und Internet—warum
nicht? Praxis des Neusprachlichen Unterrichts 44 (4), 387–393.
4411. Mills, D. (2000). Web-based technology as a resource for form-focused
language learning. TESOL Quarterly 34 (3), 603–615.
4412. Mirescu, S. (1997). Computer assisted instruction in language teaching.
English Teaching Forum 35 (1), 53–56.
4413. Mitschian, H. (1998). Von Mitteln und Mittlern. Zur Rolle des
Computers beim Fremdsprachenlernen. Info DaF 25 (5), 590–613.
370
U.O.H. Jung / System 30 (2002) 349–398
4414. Mohn, H. (2001). E-Mail im Englischunterricht—Einsatzmöglichkeiten im
schulischen Alltag. Der fremdsprachliche Unterricht Englisch 54, 22–27.
4415. Möllenberg, M. (2000). Computer mediated communication: learning
German online in Australia. ReCALL 12 (1), 27–34.
4416. Moore, Z. et al. (1998). Technology and teaching culture: results of a
state survey of foreign language teachers. CALICO Journal 15 (1–3),
109–128.
4417. Moreth-Hebel, C. & Hebel, U.J. (1998). Vom Intertext zum Internet:
intermediale Literaturinterpretation. Der fremdsprachliche Unterricht
Englisch 34 (4), 42–47.
4418. Morrell, K.S. (2001). Sunoikisis: computer-mediated communication in
the creation of a virtual department. CALICO Journal 18 (2), 223–233.
4419. Motteram, G. (2000). Communicating with computers. In: Brett, P. &
Motteram, G. (eds.). pp. 73–91.
4420. Moulden, H. (1986/1987). The computer as an aid to learning to learn
English: a project and one feasibility study. Mélanges Pédagogiques,
103–128.
4421. Müller, C. (1999). Programmierter Unterricht vs. Surfen im Hyperspace:
Modelle computergestützten Lernens. Zielsprache Deutsch 30 (1), 16–20.
4422. Müller-Hartmann, A. & Richter, A. (2001). From classroom learners to
world communicators. Das Potenzial der Telekommunikation für den
Fremdsprachenunterricht. Der fremdsprachliche Unterricht Englisch 54,
4–11.
4423. Muñoz, J. (1999). Piratage informatique et protection juridique des
créations audiovisuelles et des logiciels. Les Cahiers de l’APLIUT 19 (2),
6–18.
4424. Murray, D.E. (1999). Access to information technology: considerations
for language educators. Prospect 14 (3), 4–12.
4425. Murray, D.E. (2000). Protean communications: the language of computermediated communication. TESOL Quarterly 34 (3), 397–421.
4426. Murray, G.L. (1999). Autonomy and language learning in a simulated
environment. System 27 (3), 295–308.
4427. Murray, L. & Barnes, A. (1998). Beyond the ‘‘wow’’ factor—evaluating
multimedia language learning software from a pedagogical viewpoint.
System 26 (2), 249–259.
4428. Mydlarski, D. (1998). Shall we dance?: Applying the cooperative model
to CALL. The Canadian Modern Language Review 55 (1), 124–138.
4429. Nagata, N. (1999). The effectiveness of computer-assisted interactive
glosses. Foreign Language Annals 32 (4), 469–479.
4430. Narcy, J.-P. (1998). Représentations, apprentissage et supports
multimédias. Les Cahiers de l’APLIUT 17 (3), 14–24.
4431. Nárosy, T. (2000). Fortbildung für LehrerInnen im Internet funktioniert.
TELL & CALL 4, 18–21.
4432. Neff, G. (1999). Moderne Netzwerktechnologien im kommunikativen
Fremdsprachenunterricht (Teil 1). Englisch 34 (1), 8–14.
U.O.H. Jung / System 30 (2002) 349–398
371
Fremdsprachenunterricht—Teil II. Englisch 34 (2), 55–63.
Fremdsprachenunterricht—Teil III. Englisch 34 (3), 81–89.
4435. Nelson, T. & Oliver, W. (1999). Murder on the Internet. CALICO
Journal 17 (1), 101–114.
4436. Neumann, B. (1999). Ein Internet-Projekt mit Schulen. Ide. Zeitschrift
für den Deutschunterricht in Wissenschaft und Schule 23 (2), 106–113.
4437. Neumann, C. (2000). Das Internet als Medium für landeskundlichen
Französischunterricht in der Sekundarstufe I. Fremdsprachenunterricht
44 (1), 57–59, 65.
4438. New, E. (1999). Computer-aided writing in French as a foreign language:
a qualitative and quantitative look at the process of revision. The Modern
Language Journal 83 (1), 80–97.
4439. Nicolson, R.I. et al. (2000). Evaluation of a computer-based reading
intervention in infant and junior schools. Journal of Research in Reading
23 (2), 194–209.
4440. Noelker, F. (2001). Programmbeschreibungen: Matchmaster, Pinpoint
und Vocab. TELL & CALL 3, 18–29.
4441. Noelker, F. (2001). Wida Authoring Suite Teil 4: Testmaster und Glossar.
TELL & CALL 4, 24–29.
4442. Noelker, F. (2001). Wida-Programmbeschreibungen: Choicemaster,
Gapmaster und Storyboard. TELL & CALL 2, 26–33.
4443. Nowak, W. (1998). Einsatzmöglichkeiten des Internets im DaFUnterricht. In: Schröder, H. & Wazel, G. (eds.). pp. 131–137.
4444. Nutta, J. (1998). Is computer-based grammar instruction as effective as
teacher-directed grammar instruction for teaching L2 structures?
4445. O’Dowd, R. (2000). Intercultural learning via videoconferencing: a pilot
exchange project. ReCALL 12 (1), 49–61.
4446. Obermeyer, J. (1998). Internet im Französischunterricht. Stuttgart, Klett.
4447. Osborne, M. (2000). Developing and producing multimedia materials
for EFL: the network English CD-ROM experience. TELL & CALL 2,
14–19.
4448. Otto, F. (1987). Foreign language technology in the 21st century. Babel
22 (3), 53–57.
4449. Overmann, M. (1999). Lost in Cyberspace oder Gelehrsamkeit per
Mausklick? Plädoyer für den Interneteinsatz in einem autonomen
Französischunterricht. Fremdsprachenunterricht 43 (3), 208–210.
4450. Overmann, M. (2001). Lecture d’un hypertexte pour vous initier au
vocabulaire d’Internet. http://www.ub.uni-siegen.de/ext/overmann/baf3/
3a.htm. Neusprachliche Mitteilungen aus Wissenschaft und Praxis 54 (1),
38–42.
372
U.O.H. Jung / System 30 (2002) 349–398
4451. Pachler, N. (2001). Electronic reference tools for foreign language learners,
teachers and users: offline vocabulary look-up programs. TELL & CALL
4, 18–23.
4452. Pädagogisches Institut Frankfurt im Hessischen Landesinstitut für
Pädagogik (HeLP) (ed.) (1999). Integrative Medienerziehung in Hessen.
Konzepte, Projekte und Ergebnisse des BLK-Modellversuchs ‘‘Integrative
Medienerziehung mit multimedialen interaktiven Systemen’’ (IMMIS).
Frankfurt a.M., Pädagogisches Institut Frankfurt (Gutleutstraße 8–12,
D-60329 Frankfurt a.M.).
4453. Partington, A. (1998). Patterns and meanings: using corpora for English
language research and teaching. Amsterdam, John Benjamins.
4454. Pawelczyk, A. & Mayer, O. (1998). Kanji-kun. Ein Lernprogramm und
elektronisches Zeichenlexikon für Kanji. In: Woirgardt, R. & Walz, M.
(eds.). CAI. Das 4. Symposium des Vereins ‘‘Japanisch an Hochschulen’’.
Saarbrücken, Universität des Saarlandes: Japan-Lektorat, pp. 57–83.
4455. Pennington, M. (1996). The computer and the non-native writer: a natural
partnership. Cresskill, NJ, Hampton Press.
4456. Pennington, M.C. (1996). Writing the natural way: on computer.
Computer Assisted language Learning 9 (2–3), 125–142.
4457. Pennington, M.C. (ed.) (1996). The power of CALL. Houston, CA:
Athelstan.
4458. Perschon, E. (1999). Kl@mmer@ffen—Detektive und künstliche
Intelligenz. Der Computer in der Kinder- und Jugendliteratur. Ide.
Zeitschrift für den Deutschunterricht in Wissenschaft und Schule 23 (2),
72–80.
4459. Petermichl, H.J. (1999). Process Editing im DaF-Unterricht an der
University of Minnesota. Ide. Zeitschrift für den Deutschunterricht in
Wissenschaft und Schule 23 (2), 114–120.
4460. Peters, K. (1998). Didaktisch aufbereitete Internet-Sites für den
Englischunterricht. TELL & CALL 4, 24–33.
4461. Peters, K. (1999). Das Internet im lehrplanmäßigen Unterricht.
Pädagogisches Wundermittel oder Didaktische Sackgasse? Ide.
Zeitschrift für den Deutschunterricht in Wissenschaft und Schule 23 (2),
32–53.
4462. Peters, K. (1999). Die Möglichkeiten der digitalen Bibliothek am Beispiel
der Propyläen Weltgeschichte. TELL & CALL 4, 30–35.
4463. Peters, K. (2000). Die DVD (digital versatile disc)—ein neues Hilfsmittel
für den fremdsprachlichen Unterricht! TELL & CALL 1, 6–22.
4464. Peters, K. (2000). Ist die DVD-ROM wirklich die bessere CD-ROM?
TELL & CALL 4, 40–53.
4465. Pfeiffer, H. 2001). Fremdsprachen lernen nur mit dem Internet?
Anmerkungen zum Projekt EDO. TELL & CALL 4, 30–35.
4466. Pincas, A. (1994). The educational potential of computer conferencing.
ReCALL 6 (1), 15–18.
U.O.H. Jung / System 30 (2002) 349–398
373
4467. Piper, A. & Wright, Y. (1999). The contribution of the web to foreign
language learning: an evaluation of the use of the World Wide Web by
undergraduate students. In: Hogan-Brun, G. & Jung, U.O.H. (eds.).
pp. 97–113.
4468. Plassard, M. (1998). Les enfants rencontrent les francophones.
4469. Poedjosoedarmo, G.R. (1998). Linear vs. non-linear discourse: teaching
reading and writing for the 21st century. In: Ward, C.S. & Renandya,
W.A. (eds.). pp. 38–48.
4470. Poedjosoedarmo, G.R. (1998). Using computers to learn thinking skills:
preparing language teachers for tomorrow’s world. In: Ward, C.S. &
4471. Polezzi, L. (1993). Concordancing and the teaching of ab initio Italian
language for specific purposes. ReCALL 9, 14–18.
4472. Pothier, M. (1998). Didactique des langues et environnements
Hypermédias: quelles tâches pour optimiser l’apprentissage autonome?
Etudes de Linguistique Appliquée 110, 147–158.
4473. Potter, J. (1998). On-line and off-line: software tools for foreign
language teaching and evaluation. In: Schröder, H. & Wazel, G. (eds.).
pp. 53–82.
4474. Poussard, C. (1998). Analyse de produits de nouvelles technologies de
formation: quelles exigences pour la compréhension de l’anglais oral?
4475. Prince, S. (2001). The Perseus Project: eight Latin lesson plans. CALICO
Journal 18 (2), 357–374.
4476. Prochaska, W. (1999). ‘‘La Rete’’: Italienisch im Internet. TELL &
CALL 2, 16–21.
4477. Pujolà, J.-T. (2001). Did CALL feedback feed back? Researching
learners’ use of feedback. ReCALL 13 (1), 79–98.
4478. Pusack, J.P. (1999). The Kontakte multimedia project at the University
of Iowa. CALICO Journal 17 (1), 25–42.
4479. Qiao, H.L. (1996). Processing the Lancaster parsed corpus as data for
a CALL program: the design and implementation of the word class
drills V1.0. Computer Assisted Language Learning 9 (2–3), 163–180.
4480. Quang, T.M. (1998). A proposed software package for teaching writing to
science students. In: Ward, C.S. & Renandya, W.A. (eds.). pp. 180–188.
4481. Raı́a, A. (2001). An on-line program for intermediate level Latin
readings. CALICO Journal 18 (2), 375–391.
4482. Rankin, W. (1997). Increasing the community competence of foreign
language students through the FL chatroom. Foreign Language Annals
30 (4), 542–546.
4483. Reeder, K. & Hart, G. (2001). EDUBBA: multimedia software to
support academic writing in English. Zeitschrift für Interkulturellen
Fremdsprachenunterricht 6 (2), 1–17. (http://www.ualberta.ca/ german/
ejournal/edubba.2htm).
374
U.O.H. Jung / System 30 (2002) 349–398
4484. Reeder, K. et al. (2001). E/valuating new media in language development.
www.ualberta.ca/ german/ejournal/reeder1.htm).
4485. Rees, D. (1999). Some pedagogical experiences of an ESP teacher on
the Internet. Les Cahiers de l’APLIUT 19 (2), 31–36.
4486. Renié, D. (1998). Apprentissage du français langue seconde avec le
vidéodisque Vi-Conte: quelques analyses dans une approche mixte.
The Canadian Modern Language Review 55 (1), 19–40.
4487. Rézeau, J. (1998). L’apprenant, l’enseignant et la machine: triangle d’or
ou triangle des Bermudes? Les Cahiers de l’APLIUT 17 (3), 91–104.
4488. Rézeau, J. (1999). Evolution des attitudes et des représentations dans
l’apprentissage des langues dans un environnement multimédia. ReCALL
11 (1), 93–110.
4489. Riccioli, M.A. (1999). Full time cooks for half baked potatoes: créations
d’exercices pour l’Internet. Les Cahiers de l’APLIUT 19 (2), 61–73.
4490. Richter, R. (1998). Multimedia im Phonetikunterricht. Programmangebote
und Anwendungsperspektiven. Info DaF 25 (5), 577–589.
4491. Richter, R. (1999). Computergestützte Ausspracheschulung: SoftwareAnforderungen und Programmangebot. Zeitschrift für
Fremdsprachenforschung 10 (2), 257–276.
4492. Richter, R. (2000). Selbst gesteuerter Ausspracheerwerb via Multimedia.
Lerntheoretische und fertigkeitsbezogene Anforderungen an multimediale
Lernumgebungen. Deutsch als Fremdsprache 37 (2), 73–81.
4493. Rings, G. (1998). ‘‘Multimedia’’ für kommunikative und interkulturelle
Kompetenz. Reflexionen zu einem computergesteuerten DaF-Unterricht
für ausländische Arbeitnehmer. Fremdsprachen und Hochschule 53, 50–67.
4494. Rings, G. (1998). ‘‘Multimedia’’ für kommunikative und interkulturelle
Kompetenz. Info DaF 25 (1), 21–35.
4495. Ritter, M. et al. (1999). The ‘all-inclusive’ tutor-excluding learner
autonomy? ReCALL 11 (1), 111–116.
4496. Robb, T.N. & Susser, B. (2000). The life and death of software:
examining the selection process. CALICO Journal 18 (1), 41–52.
4497. Roe, P.J. (1999). Authority and the ESP teacher in a technological age.
4498. Rosellini, J.J. (1997). Untimely observations on using the World Wide
Web in teaching German composition and conversation. Die
4499. Rösler, D. (1998). Autonomes Lernen? Neue Medien und ,altes’
Fremdsprachenlernen. Info DaF 25 (1), 3–20.
4500. Röver, C. (1997). ‘‘Going surfing. . .’’—Der Englischlehrer und das
Internet. Praxis des neusprachlichen Unterrichts 44 (4), 383–385.
4501. Röver, C. (1999). Computer und Internet zum Lehren und Lernen von
Routinen. Zielsprache Englisch 29 (1), 23–25.
4502. Rozzonelli, C. (2001). Les TIC, un prétexte aux relations internationales.
U.O.H. Jung / System 30 (2002) 349–398
375
4503. Ruddell, S. (1998). Using the computer room for a writing program.
In: Ward, C.S. & Renandya, W.A. (eds.). pp. 151–166.
4504. Rüschoff, B. (1998). Multimedia Autorentools und Authentizität im
Fremdsprachenlernen. Forum Angewandte Linguistik 34, 161–170.
4505. Rüschoff, B. (1998). Neue Medien als Grundlage neuer Lernwelten für
das fremdsprachliche Lernen. Französisch heute 28 (1), 21–33.
4506. Rüschoff, B. (1999). Neue Medien und Lernen in der Wissensgesellschaft:
Wissenskonstruktion als Grundlage (fremdsprachlichen Lernens). In:
Verband der Schulbuchverlage e.V. (ed.). Werkstatt Multimedia. Chancen
von Multimedia und Internet im Unterricht. Frankfurt a.M., Verband der
Schulbuchverlage, pp. 53–62.
4507. Sabourin, C.F. with the collaboration of Elca Tarrab (1994). Computer
assisted language teaching. 2 Vols. Montreal, Infolingua (P.O. Box 187,
Snowdon, Montréal, Canada H3X 3T4).
4508. Salaberry, M.R. (2000). Pedagogical design of computer mediated
communication tasks: learning objectives and technological capabilities.
The Modern Language Journal 84 (1), 28–37.
4509. Sandeford, M. & Sevier, M. (1998). Language learning through
multimedia: experience and implications. In: Ward, C.S. & Renandya,
W.A. (eds.). pp. 49–61.
4510. Sarkissian, J. (2001). Monitoring student behavior in computerized
Latin exercises. CALICO Journal 18 (2), 339–355.
4511. Sarter, H. (2000). Computer und Internet in der fremdsprachlichinterkulturellen Arbeit (nicht nur) in der Grundschule. Französisch heute
31 (4), 424–439.
4512. Sauerwald, B. (2000). Bier in der deutschen Literatur—eine Studie über
den Segen moderner Technik für traditionelle Wissenschaft. TELL &
CALL 2, 26–28.
4513. Schlabach, J. (1998). Das deutschsprachige Web im Sprachunterricht
für Wirtschaftsstudierende. Materialien Deutsch als Fremdsprache 47,
213–223.
4514. Schlang-Redmond, M. (2001). Fremdsprachenlernen im Tandem per
E-Mail. Der fremdsprachliche Unterricht Englisch 54, 28–32.
4515. Schlickau, S. (2001). Praxis und Analyse interkultureller Kommunikation
durch Video und Videokonferenz: Lernpotenziale und Anforderungen.
www.ualberta.ca/ german/ejournal/schlickau1.htm).
4516. Schlieger, H. (2001). Fächerübergreifendes Unterrichtsprojekt Inuit
Culture. Der fremdsprachliche Unterricht Englisch 54, 16–21.
4517. Schlobinski, P. & Suter, B. (eds.) (2001). Hyperfiction im
Deutschunterricht (=Heft 2/2001 der Zeitschrift Der Deutschunterricht),
passim.
4518. Schlobinski, P. (2000). Internet—Sprache, Literatur und Kommunikation.
(=Heft 1/2000 der Zeitschrift Der Deutschunterricht), passim.
376
U.O.H. Jung / System 30 (2002) 349–398
4519. Schoelles, M. & Hamburger, H. (1996). Cognitive tools for language
pedagogy. Computer Assisted Language Learning 9 (2–3), 213–234.
4520. Schröder, H. & Wazel, G. (eds.) (1998). Fremdsprachenlernen und
interaktive Medien. Dokumentation eines Kolloquiums an der EuropaUniversität Viadrina 21–24 März 1996 Frankfurt (Oder). Frankfurt
a.M., Peter Lang.
4521. Schröder, H. (1998). Evaluierungskriterien für multimediale
Lernprogramme. Ein Raster für die Praxis. In: Schröder, H. &
Wazel, G. (eds.). pp. 97–102.
4522. Schulze, M. (1999). From the developer to the learner: describing grammar–
learning grammar. ReCALL 11 (1), 117–124.
4523. Scrimshaw, P. (ed.) (1993). Language, classrooms and computers. London,
Routledge.
4524. Seedhouse, P. (1992). Communicative CALL: A contradiction in terms?
ReCALL 7, 9–14.
4525. Seedhouse, P. (1995). Communicative CALL: focus on the interaction
produced by CALL software. ReCALL 7 (2), 20–28.
4526. Seedhouse, P. (1996). Needs analysis as a basis for CALL materials
design. Computer Assisted Language Learning 9 (1), 63–74.
4527. Sela, O. (1997). Using E-mail in the EFL class. English Teaching Forum
35 (1), 45–46.
4528. Selbach, G. (1999). From résumé searching on the Internet to résumé
writing on the IUT Intranet: turning a teacher-led group project into
a professional English learning experience. Les Cahiers de l’APLIUT
19 (2), 43–56.
4529. Shea, R.J. & Hoyt, G.R. (1998). Teaching German-Americana with
assistance from the Web. Die Unterrichtspraxis/Teaching German 31 (1),
59–62.
4530. Shield, L. et al. (2000). Fostering (pro)active language learning through
MOO. ReCALL 12 (1), 35–48.
4531. Simmons, P. (2000). Bell English Online: English the way you want it
when you want it where you want it. TELL & CALL 4, 12–17.
4532. Simons, M. et al. (2001). Logiciels de FLE: les élèves sont mieux au
courant que leurs professeurs. Les données d’un sondage en Belgique.
TELL & CALL 4, 8–13.
4533. Singleton, C. et al. (2000). Computer-based cognitive assessment and the
development of reading. Journal of Research in Reading 23 (2), 158–180.
4534. Singleton, J. et al. (1998). CALL meets software engineering: towards
a multimedia conceptual dictionary. ReCALL 10 (2), 33–43.
4535. Sinyor, R. (1997). An analysis of student behavior and error sources in
an Italian CALL context. CALICO Journal 14 (2–4), 51–64.
4536. Slaouti, D. (2000). Computers and writing in the second language
classroom. In: Brett, P. & Motteram, G. (eds.). pp. 9–30.
4537. Smith, M. (1994). Installing a multimedia laboratory: some lessons to
be learned. ReCALL 6 (1), 3–8.
U.O.H. Jung / System 30 (2002) 349–398
377
4538. Snyder, I. (1999). Digital literacies: renegotiating the visual and the verbal
in communication. Prospect 14 (3), 13–23.
4539. Söntgens, K. (2001). Circling the globe: fostering experiential language
learning. ReCALL 13 (1), 59–66.
4540. Söntgens, K. (2001). Projekt der E-Mail-Tandem-Partnerschaft zwischen
der HTWK Leipzig und dem Bolton Institute of H.E., England. In:
Nübold, P. (ed.). Fremdsprachen an Hochschulen: Was ist
hochschulspezifische Fremdsprachenausbildung? Bochum, AKS-Verlag,
pp. 231–240.
4541. Soria, J. (1997). Expert CALL: data-based versus knowledge-based
interaction and feedback. ReCALL 9 (2), 43–50.
4542. St John, E. & Cash, D. (1995). German language learning via email:
a case study. ReCALL 7 (2), 47–51.
4543. Staddon, S. (2001). Going on-line: developing a web site for beginners’
French. Babel 36 (1), 21–26, 38.
4544. Steinig, W. (2000). Kommunikation im Internet: Perspektiven zwischen
Deutsch als Erst– und Fremdsprache. Zeitschrift für
Fremdsprachenforschung 11 (2), 125–156.
4545. Steinig, W. et al. (1998). Fremde im Zug—Fremde im Netz: Ein
interkulturelles Schreibprojekt. Zielsprache Deutsch 29 (1), 13–24.
4546. Steinsiek, G. & Lichte, M. (2000). Von der Kreidezeit an den Computer.
Praxis des neusprachlichen Unterrichts 47 (2), 143–152.
4547. Stenton, A.J. (2001). Les nouveaux enjeux de la création multimédia
en langues à l’université. Les Cahiers de l’APLIUT 21 (1), 8–20.
4548. Stevens, A. (1995). Issues in distance teaching in languages. ReCALL
7 (1), 12–19.
4549. Stiers, W. (1998). Internet und Englischunterricht: Praktische
Erfahrungen aus Unterrichtsprojekten. Forum Angewandte Linguistik 34,
149–160.
4550. Suprajitno, S. (1998). Electronic peer review. In: Ward, C.S. &
4551. Taylor, C. et al. (1999). Examining the relationship between computer
familiarity and performance on computer-based language tasks.
Language Learning 49 (1), 219–274.
4552. Taylor, C. et al. (2000). Trends in computer use among international
students. TESOL Quarterly 34 (3), 575–585.
4553. Teeler, D. (with P. Gray) (2000). How to use the Internet in ELT.
Basingstoke, Longman.
4554. Ten Hacken, P. & Tschichold, C. (2001). Word Manager and CALL:
structured access to the lexicon as a tool for enriching learners’ vocabulary.
ReCALL 13 (1), 121–131.
4555. Thorson, H. (2000). Using the computer to compare foreign and native
language writing processes: a statistical and case study approach. The
378
U.O.H. Jung / System 30 (2002) 349–398
4556. Thume, K.-H. (1996). Computereinsatz im Englischunterricht.
Telekommunikation. Augsburg, Zentralstelle für Computer im
Unterricht.
4557. Tillyer, A. (1997). The infiNET possibilities. English Teaching Forum
35 (1), 16–25.
4558. Tippett, S. & Cook, B. (1998). Authoring tools: a comparative study.
ReCALL 10 (2), 12–17.
4559. Toma, A. (2001). Conception d’une plate-forme d’enseignement
multimedia à distance. Les Cahiers de l’APLIUT 21 (1), 21–47.
4560. Toma, A. (2001). Un système-auteur doit-il favoriser la simplicité
d’utilisation ou la richesse des possibilités de création de cours? In:
Mémet, M. & Perrin, M. (eds.). L’Anglais de spécialité en France.
Bordeaux, Université Victor-Segalen, pp. 255–270.
4561. Townsend, K. (1997). InfoTech 1: E-mail—using electronic
communications in foreign language teaching. London, CILT.
4562. Tribble, C. (2000). Practical uses for language corpora in ELT. In:
Brett, P. & Motteram, G. (eds.). pp. 31–41.
4563. Troubleyn, K. et al. (1996). ATLAS: computerized second language
proficiency testing. CALL 9 (4), 359–366.
4564. Tschirner, E. et al. (eds.) (2000). Schnittstellen: Lehrwerke zwischen alten
und neuen Medien. Berlin, Cornelsen.
4565. Tucker, G.R. (1999). The applied linguist, school reform, and
technology: challenges and opportunities for the coming decade.
4566. Underwood, J.D.M. (2000). A comparison of two types of computer
support for reading development. Journal of Research in Reading 23 (2),
130–148.
4567. Vallance, M. (1998). The design and use of an Internet resource for
business English learners. ELT Journal 52 (1), 38–42.
4568. Van Daal, Y.H.P. & Reitsma, P. (2000). Computer-assisted learning to
read and spell: results from two pilot studies. Journal of Research in
Reading 25 (2), 181–193.
4569. Van Handle, D.C. & Corl, K.A. (1998). Extending the dialogue: using
electronic mail and the Internet to promote conversation and writing in
intermediate level German language courses. CALICO Journal 15 (1–3),
129–143.
4570. Van Handle, D.C. et al. (2001). Web-enhanced standards-oriented
teaching units on post-wall Germany for the secondary classroom. Die
Unterrichtspraxis Teching/German 34 (1), 10–16.
4571. Van Leewen, E.C. (1998). Wie lehrt und lernt es sich mit PC-Programmen?
Überlegungen mit Blick auf die letzten zehn Jahre. Materialien Deutsch als
Fremdsprache 47, 188–192.
4572 Vandeventer, A. (2000). Research on NLP-Based CALL at the University
of Geneva. TELL & CALL 2, 10–13.
U.O.H. Jung / System 30 (2002) 349–398
4573. Vandeventer, A. & Hamel, M.-J. (2000). Reusing a syntactic generator
for CALL purposes. ReCALL 12 (1), 79–91.
4574. Vandeventer, A. (2001). Creating a grammar checker for CALL by
constraint relaxation: a feasibility study. ReCALL 13 (1), 110–120.
4575. Vanparys, J. & Baten, L. (1999). How to offer real help to grammar
learners. ReCALL 11 (1), 125–132.
4576. Vignola, M.-J. et al. (1999). Multimédia interactif et formation des
maı̂tres en français langue seconde: évaluation formative. The Canadian
Modern Language Review 56 (1), 180–202.
4577. Von der Emde et al. (2001). Technically speaking: transforming
language learning through virtual learning environments (MOOs). The
4578. Wachowicz, K.A. & Scott, B. (1999). Software that listens: it’s not a
question of whether, it’s a question of how. CALICO Journal 16 (3),
253–276.
4579. Waitzbauer, M. (2000). Bericht von der CALICO 2000 in Tucson,
Arizona. TELL & CALL 4, 62–63.
4580. Walker, S. & Reynolds, L. (2000). Screen design for children’s reading:
some key issues. Journal of Research in Reading 23 (2), 224–234.
4581. Walz, J. (1998). Meeting standards for foreign language learning with
World Wide Web activities. Foreign Language Annals 31 (1), 103–114.
4582. Walz, J. (2001). Reading Hypertext: higher-level processes. The
Canadian Modern Language Review 57 (4), 590–606.
4583. Walz, J. (2001). Reading Hypertext: low-level processes. The Canadian
4584. Ward, C.S. & Renandya, W.A. (eds.) (1998). Computers and language
learning. Singapore, RELC.
4585. Warschauer, M. & Cook, J. (1999). Service learning and technology in
TESOL. Prospect 14 (3), 32–39.
4586. Warschauer, M. & Healey, D. (1998). Computers and language learning:
an overview. Language Teaching 31, 57–71.
4587. Warschauer, M. & Kern, R. (eds.) (2000). Network-based language
teaching: concepts and practice. New York, NY, Cambridge University
Press.
4588. Warschauer, M. (1997). Computer-mediated collaborative learning:
theory and practice. The Modern Language Journal 81 (4), 470–481.
4589. Warschauer, M. (1998). Technology and indigenous language
revitalization: analyzing the experience of Hawaii. The Canadian
4590. Warschauer, M. (1999). Electronic literacies: language, culture, and
power in online education. Mahwah, NJ, Lawrence Erlbaum.
4591. Warschauer, M. et al. (2000). Internet for English teaching. Alexandria,
TESOL.
4592. Wazel, G. (1998). Hypermedia—Evaluierungskriterien für die Praxis.
In: Schröder, H. & Wazel, G. (eds.). pp. 83–95.
379
380
U.O.H. Jung / System 30 (2002) 349–398
4593. Wazel, G. (1998). Interkulturelle Landeskunde via CD-ROM und
Telekommunikation. In: Blei, D. & Zeuner, U. (eds.). Theorie und Praxis
interkultureller Landeskunde im Deutschen als Fremdsprache. Bochum,
AKS-Verlag, pp. 89–104.
4594. Wazel, G. (1998). Sprachenlernen und Sprachenlehren mit interaktiven
Medien. Info DaF 25 (1), 36–53.
4595. Weber, J.-J. (2001). A concordance- and genre-informed approach to
ESP essay writing. ELT Journal 55 (1), 14–20.
4596. Weingarten, R. (ed.) (1997). Sprachwandel durch Computer? Opladen,
Westdeutscher Verlag.
4597. Weskamp, R. (2000). ‘‘Können wir nicht einmal das lesen, was die gerade
in England lesen?’’. Fremdsprachlicher Literaturunterricht, autonomes
Fremdsprachenlernen und das Internet. Praxis des neusprachlichen
Unterrichts 47 (1), 34–44.
4598. Wessels, D. (1999). Computer-aided vocabulary training. Anglistik &
englischunterricht 62, 293–307.
4599. Wessin, S. (ed.) (2000). @Internet. (=Heft 43 der Zeitschrift Der
fremdsprachliche Unterricht Französisch).
4600. Wildner, S. (1999). Technology integration into preservice foreign
language teacher education programs. CALICO Journal 17 (2), 223–250.
4601. Williams, T. (2001). How to make the most of WIDA’s authoring suite—
part 1. TELL & CALL 1, 20–33.
4602. Windeatt, S. (with D. Hardisty and D. Eastment) (2000). The Internet.
Oxford, OUP.
4603. Wittig-Davis, G.A. & Davis, R.C. (1999). The enigma of Kaspar Hauser:
a multimedia approach. In: Hogan-Brun, G. & Jung, U.O.H. (eds.).
pp. 53–67.
4604. Wolff, D. (1998). Fremdsprachenlernen in der Informationsgesellschaft:
Einige Anmerkungen zu gesellschaftlichen und medialen
Rahmenbedingungen. TELL & CALL 4, 8–14.
4605. Wolff, D. (1998). Neue Technologien und fremdsprachliches Lernen.
Versuch einer Bestandsaufnahme (I). Deutsch als Fremdsprache 35 (3),
136–140.
4606. Wolff, D. (1998). Neue Technologien und fremdsprachliches Lernen.
Versuch einer Bestandsaufnahme (II). Deutsch als Fremdsprache 35 (4),
205–211.
4607. Wolff, D. (1998). Überlegungen zu einem Multimedia-Konzept für die
Lehre an Hochschulen. Forum Angewandte Linguistik 34, 171–185.
4608. Wolff, D. (1999). Computers as cognitive tools in the language classroom.
4609. Wong, J. & Fauverge, A. (1999). LEVERAGE: Reciprocal peer tutoring
over broadband networks. ReCALL 11 (1), 133–142.
4610. Wright, N. & Whitehead, M. (1998). Video-conferencing and GCSE
oral practice. Language Learning Journal 18, 47–49.
U.O.H. Jung / System 30 (2002) 349–398
381
4611. Wunsch, C. (2000). English lessons beyond the pupils’ book. Down
under—via the Internet. Neusprachliche Mitteilungen aus Wissenschaft
und Praxis 53 (1), 38–49.
4612. Yang, J.C. & Akahori, K. (1998). Error analysis in Japanese writing and
its implementation in a computer assisted language learning system on
the World Wide Web. CALICO Journal 15 (1–3), 47–66.
4613. Yang, P.J. (1998). Networked multimedia and foreign language
education. CALICO Journal 15 (1–3), 75–88.
4614. Yongyan, L. (2000). Surfing e-mails. English Today 64, 30–34, 55.
4615. Yoshii, R. & Milne, A. (1998). DaRT: a CALL system to help students
practice and develop reasoning skills in choosing English articles.
4616. Zähner, C. (1995). Second language acquisition and the computer:
variation in second language acquisition. ReCALL 7 (1), 34–48.
4617. Zeuner, U. (1998). Projektseminar Interkulturelles Lernen im Internet—
ein Werkstattbericht. In: Blei, D. & Zeuner, U. (eds.). Theorie und Praxis
interkultureller Landeskunde im Deutschen als Fremdsprache. Bochum,
AKS-Verlag, pp. 105–128.
4618. Zmatlo, F. (2000). Nutzung multimedial-interaktiver Lernsoftware
durch 6 bis 10-Jährige im außerschulischen Lern– und Freizeitbereich—
Auswirkungen auf Lernverhalten und Lernsituation in der
Grundschule. TELL & CALL 4, 34–39.
SUBJECT INDEX
A DAY IN THE LIFE OF A
PARISIAN FAMILY
A DEMI MOT
A LA RECHERCHE
D’UN EMPLOI
A LA RENCONTRE
DE PHILIPPE
A TO Z OF GRAMMAR
A VOTRE AVIS
ACCENT LAB
Accuracy
Addresses (Directory)
Adult Education
Advance Organizer
Advanced Level
Adventure
4387
4224
4137
4204, 4426
4391, 4392
4224
4491
4122
4181, 4193, 4256, 4283, 4284, 4320, 4333, 4339, 4443, 4460, 4485, 4517,
4518, 4529, 4553
4249, 4326
4583
Method
4137, 4171, 4420
4152, 4215, 4419

An international bibliography of computer- assisted

Transcription

Similar documents

1 Felix Klein, Seminar on the Psychological Foundations of

An international bibliography of computer

Physiotherapie - BKK-Landesverband NORDWEST

baustein 2 - Kindernothilfe

12/2008, 16-30 June - Fachinformationsverbund Internationale