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References Barton, D. & Hamilton, M. (1998). Local literacies: Reading and writing in one community. London: Routledge. Bawden, D. (2008). Digital Literacy. SciTopics. Retrieved November 20, 2015, from Brem, S. & Boyes, A.. (2000). Using critical thinking to conduct effective searches of online resources. Practical Assessment, Research and Evaluation 7(7). David, J.L. (1994). Realizing the promise of technology: a policy perspective, In B. Means (Ed.), Technology and education reform. The reality behind the promise

Works Cited Anderson, Lorin W., et al. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives . Longman, 2001. Bezemer, Jeff, and Gunther Kress. Multimodality, Learning and Communication . Routledge, 2016. Bloom, Benjamin. Taxonomy of Educational Objectives: The Classification of Educational Goals – Handbook 1 Cognitive Domain . Longman, 1956. Bower, Matt. “Deriving a Typology of Web 2.0 Learning Technologies.” British Journal of Educational Technology , vol. 47, no. 4, 2016, pp. 763-77. Buckingham, David

References Abdullah, M. R. T. L. et al. (2013). M-learning scaffolding model for undergraduate English language learning: Bridging formal and informal learning. TOJET: The Turkish Online Journal of Educational Technology, 12(2), 217 - 233. Aharony, N. (2014). Library and information science students’perception of mlearning. Journal of librarianship and information science, 46(1), 48-61. Ally, M. (2009). Mobile Learning. Transforming the Delivery of Education and Training. Athabasca: AU Press. Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A

References Anderson, Terry (2008). Theory and Practice of Online Learning . Canada: Athabasca University Press. Ally, Mohamed, Patrick Fahy (2002). Using students’ learning styles to provide support in distance education. Proceedings of the Eighteenth Annual Conference on Distance Teaching and Learning . Madison. Bates, Tony (2005). Technology, E-learning and Distance Education . London: Routlege. Boling, Erica, Mary Hough, Hindi Krinsky, Hafiz Saleem, Maggie Stevens (2012). Cutting the distance in distance education: Perspectives on what promotes online

in ExELL

References Abdelhalim, S. (2016). An Interpretive Inquiry into the Integration of the Information and Communication Technology Tools in TEFL at Egyptian Universities. Journal of Research in Curriculum, Instruction and Educational Technology , 2(4), 145-173 . Albirini, A. (2006). Teachers’ attitudes toward information and communication technologies: the case of Syrian EFL teachers. Computers & Education , 47(4), 373–398. Arnold, N. (2007). Technology-mediated learning 10 years later: Emphasizing pedagogical or


Based on thecurrentacademic activities, the dominance of American English in science culture, and on the hereto related suppression of the traditional scientific multilingualism, the article deliberates on the relevance of German in the international knowledge industry. Given the increased demand for the MINT-subjects (Mathematics, Informatics, Natural sciences and Technology) and the exclusive promotion of English as (the only) science language in the globalization tide, fact that is mirrored in the altered publication practice, one must necessarily ask, wheth er there is still a future ahead for German as a science language or for German in science.

References Agudo, J. E., Sánchez, H. & Sosa, E. (2005). Adaptive hypermedia systems for English learning at Pre-school. In Méndez-Vilas, A. et al. (Eds.), Recent research developments in learning technologies (pp. 300-304). Badajoz: Formatex. Angeli, C. (2004). The effects of case-based learning on early childhood pre-service teachers’ beliefs about the pedagogical uses of ICT. Journal of Educational Media , 29(2), 139-151. Arendt, B. P. 2000. Evaluation of computer software for elementary school ESL classes. Retrospective Theses and Dissertations. Available

choices with technology affordances in the Web 2.0 era. Retrieved from . Ozkan, M. (2015). Wikis and blogs in foreign language learning from the perspectives of learners. In The Proceedings of 2nd Global Conference on Conference on Linguistics and Foreign Language Teaching, 192, 672–678. Reece, I. & Walker, S. (2007). Teaching, training and learning : A practical guide, 6th ed. (p. 149). Great Britain: Business Education Publishers Limited. Scrivener, J. (2011). The essential guide to

References Bhatia, Vijay. 2004. Worlds of Written Discourse: A Genre-Based View, London: Continuum. Busse, Dietrich. 1999. Die juristische Fachsprache als Institutionensprache am Beispiel von Gesetzen und ihrer Auslegung. In: Fachsprachen. Ein internationales Handbuch zur Fachsprachenforschung und Terminologiewissenschaft, eds. Lothar Hoffmann, Hartwig Kalverkämper and Herbert Ernst Wiegand, pp. 1382 - 1391. Berlin/New York: de Gruyter. Dudeney, Gavin and Hockly, Nicky. 2007. How to Teach English with Technology. Essex: Pearson. Dudley-Evans, Tony and St John


The following article is about the presence of English loanwords in the language used by young gamers. It is of research nature - it is based on the recognition, around the mother tongue, of primary and secondary school students. It emerges from survey research whose aim was to examine how the language of young Poles is influenced by information technology, especially computer games and films related to gaming. The most important aim of the research was to diagnose to what extent and in what form English vocabulary used in computer games penetrates everyday language of students. It was also important to establish the way in which Polish absorbs loaned vocabulary in natural communication and adjusts it to its rules (inflexion, syntax, word building). The questions prepared for the purpose of the survey examined linguistic intuition of students who had the possibility to choose the lexicon (English word and its Polish equivalent), as well as show the understanding of words typical of computer games which derive from English and are also changed in some way. The research tool also examined the student's lexical competence which was supposed to be directly related to the environment of new technology and computer games as well as examined the use of given lexicon in various syntactic constructs. The foundation for the described results and the topic discussed in this article were the thoughts regarding the role and the influence of new technological and socio-cultural reality and their influence on the changes in the language.