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Computer-mediated communication in foreign language education: An annotated bibliography
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Description

This literature review is designed to be an online resource to aid teachers and researchers seeking information on computer technology and its applications in second language teaching. It consists primarily of journal article summaries, along with a limited number of book summaries. The works covered deal not only with technology in second language pedagogy, but also with a variety of relevant communications and linguistic concerns.

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Checklist: Evaluative criteria for computer-delivered language learning systems
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Description

The Multimedia Language Learning Software website was developed as a follow-up to the 1998 Invitational Symposium on Assessing and Advancing Technology Option in Language Learning. The goal of the Symposium was to develop a database of multimedia language learning programs. The project also resulted in the development of comprehensive criteria for evaluating computer-delivered multimedia language learning systems, available in this downloadable pdf document.

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Can pragmatic competence be taught?
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Description

This paper, given as a plenary at the 1997 TESOL Convention, explores the 'teachability' of pragmatic ability in a second or foreign language. It is demonstrated that some aspects of pragmatic competence are not acquired without pedagogic intervention. Classroom-based research of instruction in different pragmatic aspects provides strong support for the teachability of pragmatic ability. Suggestions for consciousness-raising activities and communicative practice are offered, and the goals of pragmatic learning in language education are reconsidered.

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In 1990, the Department of Education established the first Language Resource Centers (LRCs) at U.S. universities in response to the growing national need for expertise and competence in foreign languages. Now, twenty-five years later, Title VI of the Higher Education Act supports sixteen LRCs, creating a national network of resources to promote and improve the teaching and learning of foreign languages.

LRCs create language learning and teaching materials, offer professional development opportunities for language instructors, and conduct and disseminate research on foreign language learning. All LRCs engage in efforts that enable U.S. citizens to better work, serve, and lead.

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Each LRC has a unique story and mission, but all LRC work is organized around eight basic areas:
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The U.S. Department of Education Title VI provides funding for Language Resource Centers. The contents of this website do not necessarily represent the policy of the U.S. Department of Education nor imply endorsement by the federal government.
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