Articles Volume 13, Number 1 February 2009 Special Issue

129 Pages·2008·3.36 MB·English

Articles Volume 13, Number 1
Textual, Genre and Social Features of February 2009
Spoken Grammar: A Corpus-Based
Special Issue on Technology and Learning
Approach
Grammar
Abstract | Article PDF
Carmen Pérez-Llantada Columns
Universidad de Zaragoza
From the Editors
pp. 40-58
Article PDF
The Design of an Online Concordancing by Dorothy Chun & Irene Thompson
Program for Teaching about Reporting pp. 1-2
Verbs From the Special Issue Editor
Abstract | Article PDF Article PDF
Joel Bloch, The Ohio State University by Trude Heift
pp. 59-78 pp. 3-4
Emerging Technologies
Student-Initiated Attention to Form in
Focusing on Form: Tools and Strategies
Wiki-Based Collaborative Writing
Article PDF
Abstract | Article PDF by Robert Godwin-Jones
Greg Kessler, Ohio University pp. 5-12
pp. 79-95 Announcements
News from Sponsoring Organizations
Computer-Mediated Corrective Feedback
Article PDF
and the Development of L2 Grammar
pp. 13-16
Abstract | Article PDF
Shannon Sauro
Reviews
University of Texas at San Antonio
pp. 96-120 Edited by Sigrun Biesenbach-Lucas
The Hockey Sweater CD-ROM

3D Courseware / Les Editions 3D
Call for Papers – Multilateral Exchanges
Article PDF
Article PDF
Reviewed by Lily Sorenson
pp. 121
pp. 17-26

Teacher Education in CALL
Reviewer Acknowledgments Philip Hubbard and Mike Levy
Article PDF Article PDF
p. 122-123 Reviewed by Fei Fei
pp. 27-32

Blended Learning: Using Technology In and Beyond
the Classroom
Pete Sharma and Barney Barrett
Article PDF
Reviewed by Alison Leithner
pp. 33-39

Contact: Editors or Managing Editor
Copyright © 2009 Language Learning & Technology, ISSN 1094-3501.
Articles are copyrighted by their respective authors.
About Language Learning & Technology

Language Learning & Technology is a refereed journal which began publication in July 1997. The journal
seeks to disseminate research to foreign and second language educators in the US and around the world
on issues related to technology and language education.
• Language Learning & Technology is sponsored and funded by the University of Hawai'i National
Foreign Language Resource Center (NFLRC) and the Michigan State University Center for
Language Education And Research (CLEAR), and is co-sponsored by the Center for Applied
Linguistics (CAL).
• Language Learning & Technology is a fully refereed journal with an editorial board of scholars in
the fields of second language acquisition and computer-assisted language learning. The focus of
the publication is not technology per se, but rather issues related to language learning and
language teaching, and how they are affected or enhanced by the use of technologies.
• Language Learning & Technology is published exclusively on the World Wide Web. In this way,
the journal seeks to (a) reach a broad audience in a timely manner, (b) provide a multimedia
format which can more fully illustrate the technologies under discussion, and (c) provide
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• Beginning with Volume 7, Number 1, Language Learning & Technology is indexed in the
exclusive Institute for Scientific Information's (ISI) Social Sciences Citation Index (SSCI), ISI
Alerting Services, Social Scisearch, and Current Contents/Social and Behavioral Sciences.
• Language Learning & Technology is currently published three times per year (February, June,
and October).
Copyright © 2009 Language Learning & Technology, ISSN 1094-3501.
Articles are copyrighted by their respective authors.
Sponsors, Board, and Editorial Staff
Volume 13, Number 1

Sponsors
University of Hawai`i National Foreign Language Resource Center (NFLRC)
Michigan State University Center for Language Education and Research (CLEAR)
Co-Sponsor
Center for Applied Linguistics (CAL)

Advisory and Editorial Boards

Advisory Board
Susan Gass Michigan State University [email protected]

Richard Schmidt University of Hawai`i [email protected]

Editorial Board
Sigrun Biesenbach-Lucas Georgetown University [email protected]

Klaus Brandl University of Washington [email protected]

Thierry Chanier Université de Franche-Comte [email protected]

Robert Godwin-Jones Virginia Commonwealth Univ. [email protected]

Lucinda Hart-González Second Language Tesing, Inc. [email protected]

Philip Hubbard Stanford University [email protected]

Michelle Knobel Montclair State University [email protected]

Marcus Kötter University of Münster [email protected]

Marie-Noelle Lamy The Open University [email protected]

Meei-Ling Liaw Tunghai Universit [email protected]

Lara Lomicka University of South Carolina [email protected]

Carla Meskill SUNY-Albany [email protected]

Noriko Nagata University of San Francisco [email protected]

John Norris University of Hawai`i [email protected]

Lourdes Ortega University of Hawai`i [email protected]

Jill Pellettieri Santa Clara University [email protected]

Joy Kreeft Peyton Center for Applied Linguistics, [email protected]

Washington, DC
Patrick Snellings University of Amsterdam [email protected]

Maggie Sokolik University of Cal., Berkeley [email protected]

Susana Sotillo Montclair State University [email protected]

Mark Warschauer Univ. of California, Irvine [email protected]
Editorial Staff
Editors Dorothy Chun University of CA, Santa [email protected]

Barbara
Irene Thompson The George Washington thompson@roadstarinternet.

University (Emerita) net

Associate Editors Trude Heift Simon Fraser University [email protected]

Carla Meskill SUNY-Albany [email protected]

Managing Editor- Hunter Hatfield University of Hawai`i [email protected]

Outgoing
Managing Editor- Matthew Prior University of Hawai`i [email protected]

Incoming
Web Production Carol Wilson-Duffy Michigan State [email protected]

Editor University
Book & Multimedia Sigrun Biesenbach- Georgetown University [email protected]

Review Editor Lucas
Emerging Robert Godwin-Jones Virginia Commonwealth [email protected]

Technologies Editor University
Copy Editors Stephanie Alexis Indiana University [email protected]

Balunda
Matthew Buscemi University of Hawai`i [email protected]

Elizabeth Pfaff University of Hawai`i [email protected]

Lavolette
Suann Robinson University of Hawai`i [email protected]

Copyright © 2009 Language Learning & Technology, ISSN 1094-3501.
The contents of this publication were developed under a grant from the Department of Education (CFDA 84.229,
P229A60012-96 and P229A6007). However, the contents do not necessarily represent the policy of the Department
of Education, and one should not assume endorsement by the Federal Government.
Information for Contributors

Language Learning & Technology is seeking submissions of previously unpublished manuscripts on any
topic related to the area of language learning and technology. Articles should be written so that they are
accessible to a broad audience of language educators, including those individuals who may not be familiar
with the particular subject matter addressed in the article. General guidelines are available for reporting
on both quantitative and qualitative research.
Manuscripts are being solicited in the following categories:
Articles | Commentaries | Reviews

Articles
Articles should report on original research or present an original framework that links previous research,
educational theory, and language teaching practices that utilize technology. Articles containing only
descriptions of software, classroom procedures, or those presenting results of attitude surveys without
discussing data on actual language learning outcomes will not be considered. Full-length articles should
be no more than 8,500 words in length, including references, and should include an abstract of no more
than 200 words. Appendices should be limited to no more than 1,500 words. We encourage articles that
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All article manuscripts submitted to Language Learning & Technology go through a two-step review
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Step 1: Internal Review. The editors of the journal first review each manuscript to see if it meets the basic
requirements for articles published in the journal (i.e., that it reports on original research or presents an
original framework linking previous research, educational theory, and teaching practices), and that it is of
sufficient quality to merit external review. Manuscripts which do not meet these requirements or are
principally descriptions of classroom practices or software are not sent out for further review, and authors
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pending changes, revise and resubmit, or reject.
Titles should be concise (preferably fewer than 10 words) and adequately descriptive of the content of the
article. Some good examples are
• Social Dimensions of Telecollaborative Foreign Language Study
• "Reflective Conversation" in the Virtual Language Classroom
• Teaching German Modal Particles: A Corpus-Based Approach

Copyright © 2007 Language Learning & Technology, ISSN 1094-3501.
Articles are copyrighted by their respective authors.
Commentaries
Commentaries are short articles, usually no more than 2,000 words, discussing material previously
published in Language Learning & Technology or otherwise offering interesting opinions on theoretical
and research issues related to language learning and technology. Commentaries which comment on
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Submission Guidelines for Articles and Commentaries
Please list the names, institutions, e-mail addresses, and if applicable, World Wide Web addresses
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Language Learning & Technology publishes reviews of professional books, classroom texts, and
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Reviews should normally include references to published theory and research in SLA, CALL, pedagogy,
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covers) and hypermedia links that provide additional information, as well as specific ideas for classroom
or research-oriented implementations.
Reviews of individual books or software are generally 1,200-1,600 words long, while comparative
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should be included in a table at the beginning of the review:
Books Software
Title (including previous titles, if applicable) and
Author(s)
version number
Title Platform
Series (if applicable) Minimum hardware requirements
Publisher Publisher (with contact information)
City and country Support offered
Copyright © 2007 Language Learning & Technology, ISSN 1094-3501.
Articles are copyrighted by their respective authors.
Year of publication Target language
Number of pages Target audience (type of user, level, etc.)
Price Price
ISBN ISBN (if applicable)

LLT does not accept unsolicited reviews. Contact Sigrun Biesenbach-Lucas if you are interested in
having material reviewed or in serving as a reviewer ([email protected]).
Sigrun Biesenbach-Lucas
21333 Comus Court
Ashburn, VA 20147

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The following policies apply to all articles, reviews, and commentaries:
All submissions should conform to the requirements of the Publication Manual of the American
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editors.
Copyright © 2007 Language Learning & Technology, ISSN 1094-3501.
Articles are copyrighted by their respective authors.
Language Learning & Technology February 2009, Volume 13, Number 1
http://llt.msu.edu/vol13num1/editors.pdf pp. 1-2

FROM THE EDITORS
We hope that you have had a good start to the New Year, 2009. In 2008, Language
Learning & Technology experienced another record-breaking year in terms of
submissions to the journal: 150 articles from 25 countries were submitted.
It is our pleasure to introduce this special issue guest edited by Trude Heift on
“Technology and Learning Grammar,” the 5th special issue in our “Back to Basics”
series. Trude has done an outstanding job with her special issue and has been an
excellent Associate Editor of the journal.
In addition to the four articles, we are pleased to include our regular, and always
excellent, Emerging Technologies column by Bob Godwin-Jones, which complements
the articles by discussing the latest tools and strategies for developing intelligent
language tutors (ILT’s). He explains how grammar exercises that focus on form need to
be “integrated, intelligent, and innovative.”
Sigrun Biesenbach-Lucas, our Reviews Editor, has assembled three reviews (two book
reviews and one software review). The first review by Lily Sorenson evaluates The
Hockey Sweater CD-ROM, the English version of the French software Le Chandail de
Hockey, which was previously reviewed in the October, 2007, issue of LLT (Vol. 11,
No. 3). Sorenson concludes that many activities on the English version of the CD-ROM
could be beneficial to (younger) students learning English, particularly those with an
interest in hockey and Canadian culture, but that the main shortcoming is a “lack of
adequate progression in activities from level to level and of appropriate accompanying

activities for the reading passages” (p. 25).
The second review by Fei Fei of the book Teacher Education in CALL, edited by Phil
Hubbard and Mike Levy, notes that the greatest strength of the book is that it provides
practical information based on the authors’ experiences in a wide variety of
environments and countries. In addition, it discusses many issues that still need to be
addressed in teacher education in CALL.
Alison Leithner reviews the book Blended Learning: Using technology in and beyond
the language classroom by Pete Sharma and Barney Barrett and finds it to be potentially
useful for teachers who are less experienced with employing technology in their L2
classes. She states that the authors’ overarching message is that technology should be an
addition to the second language classroom and should not be used as a substitute for the
instructor, whether it be in EFL/ESL or any other L2 classrooms.
If you are not already a subscriber, please take a few minutes to fill out our free
subscription form. This enables us to compile useful statistics about the readership of
our journal.
Lastly, we would like to express our heartfelt thanks to our Managing Editor for the last
three years, Hunter Hatfield. Hunter has done a superb job handling all of the
correspondence among the editors, authors, and reviewers, and keeping us organized.
We appreciate his great dedication to the journal and his excellent editorial talents. We
wish him well as he finishes his Ph.D. dissertation. We would like to welcome Matthew
Prior as Hunter’s successor and look forward to working with him.

Copyright © 2009, ISSN 1094-3501 1
From the Editors

We wish you a productive year ahead and look forward to receiving contributions from
all over the world and especially those dealing with L2s other than English.

Sincerely,
Irene Thompson and Dorothy Chun, Editors

Language Learning & Technology 2
Language Learning & Technology February 2009, Volume 13, Number 1
http://llt.msu.edu/vol13num1/speced.pdf pp. 3-4

FROM THE SPECIAL ISSUE EDITOR
There was a time, not so long ago, when the teaching of grammar was strongly
associated with endless drill and kill exercises that were performed in isolation from
meaningful and authentic contexts. Grammar was most commonly taught as a discrete
set of rigid rules to be memorized, practiced, and followed. However, newer
technologies that lend themselves more easily to collaborative and explorative learning
environments, particularly when combined with constructivist theories of second
language acquisition, have drastically changed the approach to teaching and learning
grammar. With this in mind, I am very pleased to introduce you to this special issue on
technology and learning grammar that highlights and reflects some of these changes that
have taken place.
The four articles that are part of this special issue consider theoretical, pedagogical, and
technological issues that come into play when teaching grammar to adults in
collaborative and explorative learning environments. They highlight the innovations and
vast possibilities for teaching grammar in the realm of computer-assisted language
learning by reminding us of the diversity of research that still needs to be accomplished
in order to gain a better understanding of grammar instruction in computer-based
learning environments.
The issue begins with Carmen Pérez-Llantada’s article, “Enhancing Textual, Genre and
Social Features of Spoken Grammer: A Corpus-based Approach,” that discusses
teaching and learning spoken grammar for English for Academic Purposes with

reference to Bhatia’s (2002) multi-perspective model for discourse analysis. The article
describes corpus-based instructional procedures, gives samples of learners’ linguistic
output, and provides comments on the students’ response to this method of instruction.
Data resulting from the assessment process and student production suggest that corpus-
informed instruction grounded in Bhatia’s multi-perspective model can constitute a
useful pedagogic approach to developing students’ understanding of grammar and their
ability to use it accurately and appropriately.
The second paper, “The Design of an Online Concordancing Program for Teaching
about Reporting Verbs,” by Joel Bloch, describes the use of a web-based concordancing
program to help students appropriately choose reporting verbs. Its interface has been
designed for students to make lexical, syntactic, and rhetorical choices based on a preset
number of criteria related to the decisions writers make in choosing reporting verbs. The
article discusses design features of the interface for the teaching of reporting verbs as
well as the implementation of a concordancing site that has been integrated with the
teaching of grammar and vocabulary in an L2 academic writing class.
The third article, entitled “Student–initiated Attention to Form in Wiki-based
Collaborative Writing,” by Greg Kessler, provides insights into student-initiated
attention to form within the collaborative construction of a wiki among pre-service
nonnative teachers of English while learning about the cultures of the English-speaking
world. The article explores the degree to which these nonnative EFL teacher candidates
attempt to correct their own grammar errors as well as those of their peers in a
collaborative task. It also discusses the level of attention learners pay to grammar versus
content revision and sheds light on the perception of the importance of grammar in the

context of collaborative technologies.
Copyright © 2009, ISSN 1094-3501 3