but the threat they bring to artistic culture. From his opening mockery of the literary establishment’s tendency to theorize the world in terms of desire or gender to his disapproval of those who venerate art while denying its validity in the same breath, Jonathan Dollimore has created an easily understood, albeit at times too theoretical, synthesis of the literary and the experiential in Sex, Literature and Censorship. His arguments on critical theory do not necessarily reject the concept of theory; rather, he argues that critical theorists should strive to understand the contradictions within our lives and our literature and explore the daemonic power of the subjects that offend our sense of tradition.

Multimodal Discourse: The Modes and Media of Contemporary Communication:

This review summarizes evidence for the effectiveness of technology use in foreign language (FL) learning and teaching, with a focus on empirical studies that compare the use of newer technologies with more traditional methods or materials. The review of over 350 studies (including classroom-based technologies, individual study tools, network-based social computing, and mobile and portable devices) revealed that, in spite of an abundance of publications available on the topic of technology use in FL learning and teaching, evidence of efficacy is limited. However, strong support for the claim that technology made a measurable impact in FL learning came from studies on computer-assisted pronunciation training, in particular, automatic speech recognition (ASR). These studies demonstrated that ASR can facilitate the improvement of pronunciation and can provide feedback effectively. Additional studies provided strong support for the use of chat in FL learning. These studies showed that, with chat, both the amo...

Technologies for foreign language learning: a review of technology types and their effectiveness

关于第二语言习得(Sccond Languagc Acquisition),国外语言学家提出了众多理论,其中有早期的行为主义理论,它认为习得过程即刺激(Stimuli)与反馈(Fccd back)的过程,强调学习环境的作用.但它显然忽视了SLA者的生理和心理因素.后有六十年代的自然主义理论强调SLA者的输出作用.近年来美国语言学家克拉森

The Input Hypothesis及其在外语教学中的应用

This study investigated language teaching strategies, as reported by teachers and students, and the effects of these strategies on students’ motivation and English achievement. The participants consisted of 31 English as a foreign language (EFL) teachers and their students (N = 694) in Catalonia, Spain. The teachers and students rated the frequency of use of 26 strategies in their classes. In addition, the students were tested on their attitudes, motivation, and language anxiety with the mini-Attitude Motivation Test Battery (AMTB; Gardner & MacIntyre, 1993) and completed objective tests of English achievement. The results indicated that the teachers and students agreed on the relative frequency of some strategies but not on the frequency of other strategies and that, although the teachers’ reported use of motivational and traditional strategies was not related to the students’ English achievement, attitudes, motivation, or language anxiety, the students’ perceptions of these strategies tended to be related to their attitudes and motivation at both the individual and class levels. In addition, when the students were the unit of analysis, there was a negative correlation between the students’ ratings of the frequency of traditional strategy use and English achievement. Path analysis indicated that integrativeness, attitudes toward the learning situation, and instrumental orientation predicted the motivation to learn English and that motivation was a positive predictor of English achievement, whereas attitudes toward the learning situation and language anxiety were negative predictors of English achievement. Hierarchical linear modelling analysis confirmed these findings but indicated that the effects of strategies are much more complex than previously thought. Strategy use as reported by the teachers did not influence the regression coefficients for any of the predictors, but strategy use reported by students had a positive effect on the predictability of motivation on English achievement.

Teacher Motivation Strategies, Student Perceptions, Student Motivation, and English Achievement

rectly indexed: Alvaro Garcia Meseguer should be listed under Garcia, and Gilbert Narro Garcia should probably be indexed as Narro. In a book dedicated to feminist research, it might well be appropriate to give preference to mother’s names, but such a departure from traditional practice, if deliberate, would presumably be called to the reader’s attention. In conclusion, this volume is highly recommended. The series of essays compares favourably in coverage and quality to other collections, and the annotated bibliography represents a unique contribution. Researchers will find it indispensable, teachers and students will find it to be an excellent textbook for courses which consider issues of language and gender, and the general reader with an interest in the subject who browses through the bibliography will be richly rewarded.

Conversational Style: Analyzing Talk among Friends:

This article reports on a study investigating the use of 2 synchronous computer-mediated communication tools: text and voice chat. The experimental design employed 3 groups (text, voice, and control), each consisting of 30 novice-level secondary school learners of English as a foreign language. Over a 4-week period, the participants in the experimental groups engaged in 40–45-minute-long chat sessions in dyads, guided by a total of 8 tasks. The data were collected through preanxiety and postanxiety scales and speaking tests, and the participants' perspectives were investigated through the use of closed and open-ended questionnaires. The results showed that the speaking proficiency of both experimental groups increased, whereas there was a decrease in the anxiety levels only for the text chat group. The results were then interpreted by taking into consideration the data from the questionnaires, and a protocol was proposed for the selection of tools for different learner groups.

The effects of synchronous CMC on speaking proficiency and anxiety: text versus voice chat

Desktop videoconferencing (DVC) offers many opportunities for language learning through its multimodal features. However, it also brings some challenges such as gaze and mutual gaze, that is, eye-contact. This paper reports some of the findings of a PhD study investigating social presence in DVC interactions of English as a Foreign Language (EFL) teacher trainees. The case study approach involved the exploration of online interactions of five cases (pairs) within an interpretivist paradigm. Data collection included interviews, questionnaires and analysis of DVC recordings. The study emphasizes the importance of eye-contact in online multimodal communication to facilitate the establishment of social presence. Five types of gaze that were observed in learner interactions and participants’ perspectives on eye-contact are reported. The conclusions include technical suggestions for the use of a webcam as well as pedagogical implications of online video interaction.

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Multimodal language learner interactions via desktop videoconferencing within a framework of social presence: Gaze

Online language learning and teaching in multimodal contexts has been identified as one of the key research areas in computer-aided learning (CALL) (Lamy, 2013; White, 2014). 1 This paper aims to explore meaning-making in online language learner interactions via desktop videoconferencing (DVC) and in doing so illustrate multimodal transcription and analysis as well as the application of theoretical frameworks from other fields. Recordings of learner DVC interactions and interviews are qualitatively analysed within a case study methodology. The analysis focuses on how semiotic resources available in DVC are used for meaning-making, drawing on semiotics, interactional sociolinguistics, nonverbal communication, multimodal interaction analysis and conversation analysis. The findings demonstrate the use of contextualization cues, five codes of the body, paralinguistic elements for emotional expression, gestures and overlapping speech in meaning-making. The paper concludes with recommendations for teachers and researchers using and investigating language learning and teaching in multimodal contexts.

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Meaning-Making in Online Language Learner Interactions via Desktop Videoconferencing.

Social presence is considered an important quality in computer mediated communication as it promotes willingness in learners to take risks through participation in interpersonal exchanges (Kehrwald, 2008) and makes communication more natural (Lowenthal, 2010). While social presence has mostly been investigated through questionnaire data and quantitative content analysis of online interactions based on a set of predefined indicators, in a smaller number of studies the concept has also been investigated through qualitative analysis of interviews (Kehrwald, 2008, 2010). Yet studies that bring together multiple sources of data collection and examine multimodal language learning contexts are almost non-existent. In this paper, the theory of social presence is employed to explicate language learners’ online multimodal communication using a case study approach. Multiple sources of data were collected, including interviews, open-ended and closed post-task questionnaires, stimulated reflection and recordings of video interactions. The main findings of the study included an innovative social presence framework developed for the analysis of online multimodal language learner interactions (Satar, 2010), which can be used in further qualitative and exploratory research. It also has potential applicability for educators to develop strategies for language learners to guide them in creating and transmitting their social presence. The focus of this article is a cross-case analysis for one of the components of social presence, sustaining interaction, bringing together social presence theory, interactional sociolinguistics and multimodal interaction analysis. Finally, strategies are proposed for language learners on how to sustain their online multimodal interactions.

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Sustaining multimodal language learner interactions online

Participation in online communities is an increasing need for future language teachers and their professional development. Through such participation, they can experience and develop an awareness of the behaviors required to facilitate their future learners’ participation in online learning. This article investigates participation, interaction patterns, and social presence (SP) levels of pre-service English as a foreign language (EFL) teachers in online communication within a longitudinal blended learning setting. A secondary aim of this article is to explore social network analysis (SNA) as an alternative method to measure SP. Data analysis included calculation of number of forum entries and words, qualitative analysis of interaction patterns, content analysis, and SNA. The results indicated that an online course on tutoring skills and SP improved pre-service EFL teachers’ online participation skills. Increased interaction and a more cohesive network were observed as the course progressed. The findings are significant in that they suggest a relationship between content analysis for SP (especially the interactive dimension) and SNA measures (centrality, influence, and prestige), implicating SNA as an emerging research method for the investigation of SP. This article concludes with future research perspectives and suggestions for EFL teacher training.

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H. Müge Satar

Papers

The effects of synchronous CMC on speaking proficiency and anxiety: text versus voice chat

Multimodal language learner interactions via desktop videoconferencing within a framework of social presence: Gaze

Meaning-Making in Online Language Learner Interactions via Desktop Videoconferencing.

Sustaining multimodal language learner interactions online

Pre-Service EFL Teachers' Online Participation, Interaction, and Social Presence.