bluuebunny/crossref_metadata_2025 huggingface dataset:
Імперська геополітика Німеччини щодо України під час Першої світової війни
Authors: Гольцов Андрій
Published: June 2022

Метою дослідження є аналіз формування в геополітиці Німецької імперії українського вектора, визначення засобів його реалізації під час Першої світової війни, а також виявлення потенційних перспектив для тодішніх Німеччини та України. У геополітиці сучасних великих держав спостерігаються неоімперські аспекти, прагнення до зміцнення та розширення сфер свого впливу. Актуальним залишається використання могутніми державами як новітніх, так і традиційних засобів експансіоністської геополітики на міжнародній арені. Тому вивчення геополітики імперських держав під час Першої світової війни становить значний науковий та практичний інтерес. У результаті проведеного дослідження виявлено, що Німецька імперія мала щодо України геополітичні та геоекономічні інтереси. Внаслідок успішних воєнних дій Німецька імперія окупувала значні території колишньої Російської імперії, прагнула до розширення сфери свого впливу в Східній Європі. Німеччина уклала Брестський мир з Україною і вирішила військово-стратегічне завдання щодо скорочення своїх військ на Сході і, відповідно, їх збільшення на Західному фронті. Німецька імперія визнала незалежність досить великої Української держави, що призводило до послаблення Росії. Україна, як і інші пронімецькі країни Східної Європи, мала слугувати «буфером» між Німеччиною та Росією. Німеччина отримала можливість використовувати багаті ресурси України: корисні копалини, сільськогосподарську сировину, транспортні комунікації тощо. Україна мала для Німеччини також вагоме значення в контексті реалізації геостратегічних інтересів в Азії. Домінування над територією України давало Німеччині широкий вихід до Чорного моря, вона здобувала комунікаційні шляхи до Кавказу, а в перспективі до Середнього Сходу та Індії. Українська держава грала роль сателіта Німеччини у справі встановлення контролю на такими регіонами, як Дон та Кубань. Загалом встановлено, що геополітика Німеччини щодо України носила імперський характер, оскільки Україні відводилася роль німецького сателіта, «буферної» країни, джерела ресурсів для німецької економіки, плацдарму для геополітичного контролю над Чорноморським басейном.
Критика субъекта у Людвига Фейербаха: к вопросу о просвещении
Authors: Прєдєіна Марія
Published: June 2022

Актуальность темы исследования определена невероятным переплетением в наших головах разных теорий и мотивов. Возьмём, «постмодерн», он способен привлечь как мода (у нас, во всяком случае, он ещё в моде) и как удобная и едва ли не официально допустимая позиция для критики всякого рода консерватизмов. Через отсылку к «постмодерну» можно позволить себе обо всём рассуждать с иронией. Однако «постмодерн» лишает нас неких весьма ценных понятий, прежде всего, истины. Всё, в конечном счёте, оказывается одинаково хорошим или одинаково плохим. Критиковать нечего и незачем. Тогда становится актуальным пренебречь модой. Вернуться к Просвещению. Однако Просвещение небесспорно и, возможно, несёт в себе всё тот же «постмодерн». Цель настоящей статьи в изучении критики Просвещения, данной Фейербахом, вернее, одного из её аспектов – субъекта, личности. Этот субъект (личность) и камень преткновения «постмодерна». Жиль Делёз даже не может больше говорить «Я». Методом данной статьи является диалектика (как любовь к парадоксам), через которые и можно установить ту границу, до которой Я – очень хорошо, а после которой – не очень. Результаты. 1. Просвещение неоднородно; если нет особых оговорок, то под субъектом в Просвещении я понимаю его холодный и завершённый английский вариант, довлеющую саму в себе монаду, из которого (варианта) и вырастет философия науки. Этот отгородившийся от природы субъект уже не ищет истины. 2. Субъект познания, кто бы что ни думал, не существует безотносительно к политике; буржуазный индивидуализм выражает себя в субъекте-как-монаде, -как-атоме. 3. Критика у Фейербаха заключается в том, что он дополняет Я Ты: Я самим фактом своего существования отсылает к Ты, Природе, Обществу. 4. Я (как атом), возводимое Гегелем, Фейербахом, Марксом к поздней античности, явилось формой уклонения от действительности и действия в ней; растекающееся Я у Делёза по-своему служит тому же. Но Я, отсылающее к Ты, у Фейербаха делает возможным познание, у Маркса – действие.
Квазітрансцендентне і безпосередність ВИЩОГО стану свідомості
Authors: Мурашкін Михайло
Published: June 2022

Метою дослідження є з’ясування і освітлення таких понять як «квазітрансцендентне» і «безпосередність» ВИЩОГО стану свідомості як компенсаторного осяяння. Автор вияв важливості і значимості зв’язку квазітрансцендентного і безпосереднього як характеристик одного конкретного явища психічного життя людини, ВИЩОГО стану свідомості як компенсаторного осяяння. Розглядається безпосередність іншого всередині самої людини, того іншого який регулює і очищує, що відображено в роздумах постмодерністів. Методологія отримання нових знань ґрунтується на компаративному методі дослідження. Розглядались різні стани людини і різне розуміння «квазітрансцендентного» і «безпосереднього» в релігійно-містичній культурі і в сучасній філософії постмодернізму. «Квазітрансцендентність» і «безпосередність іншого» можуть розумітися як інша людина яка має зовсім інший світогляд, зовсім інші природні властивості, а можуть розумітися як певний стан людини. В залежності від цього методологія дослідження повина бути різною. Наукова новизна полягає в тому, що вперше розглядається такий феномен людської природи, як ВИЩИЙ стан свідомості, її компенсаторне осяяння. Сучасна філософія постмодернізму фіксує визнання людиною власного іншого всередині себе, що може бути важливим предметом дослідження. Квазітрансцендентність і безпосередність іншого в постмодернізмі розуміються по-різному. Це і інша людина, яка має абсолютно інший світогляд, яку ніяк не зрозуміти. Але це і ВИЩИЙ стан свідомості самої людини, стан її особливого «я», коли зупиняються всі непотрібні дії. В постмодернізмі цей стан називають по-різному. Показано, що постмодернізм оперує розумінням категорій «квазітрансцендентного і» і  «безпосередність іншого» не тільки як «інша людина», але і як певний стан людини, стан ВИЩОГО. Висновки. З’ясовано, що ВИЩИЙ стан свідомості представлений в постмодернізмі як внутрішне визнання людиною власного іншого всередині себе, може розумітися як компенсаторне осяяння, що є невід’ємним феноменом природи людини. ВИЩИЙ стан свідомості припиняє усіляку неважливу діяльність. Через це йде процес очищенння від застарілих, відживших своє думок і почуттів. Очищення йде в зв’язку з тим, що існують компенсаторні механізми психіки які притаманні самій природі людини, які здатні оновлювати психічні процеси. Поняття «квазітрансцендентність» і «безпосередність» виглядають як властивості-характеристики одного і того же стану свідомості.
Теоретичні домінанти дискурсу владних еліт
Authors: Вонсович Сергій
Published: June 2022

У статті розкрито теоретичні домінанти дискурсу владних еліт; виокремлено і проаналізовано ракурси дослідження, кожен з яких співвідноситься з уявленнями про еліти: по-перше, еліти досліджуються як функціональні групи, по-друге, еліти аналізуються як окрема соціальна верства, по-третє, еліти розглядаються як  інститути. З’ясовано шляхи, методи і засоби відновлення владної групи; доведено, що контроль позицій і ресурсів владними елітами забезпечує легальну і легітимну можливість здійснювати кінцеві рішення, уможливлює їх домінування у формальних інститутах, визначати та контролювати правила їх функціонування, визначати спрямованість їхньої діяльності, сприяти координуванню їх роботи. виокремлено сутність їх активності як стабілізуючу стосовно соціальних систем і суспільства загалом; показано, що владні еліти є елементами інститутів та інституціональних порядків. При цьому суспільство за допомогою інститутів самоорганізується і самоструктурується, що означає наявність чинника його темпоральної стабілізації; розкрито соціально-професійні джерела рекрутування владних груп; обґрунтовано що концентрований характер впливу неформальних комунікацій на прийняття державних рішень визначає діяльність мережевих коаліцій правлячого класу; з’ясовано, що при цьому відбувається трансформація процесу прийняття рішень, уповільнюються політичні ефекти представництва елітою громадянських інтересів, оскільки на меті - монополізація управління і контроль над суспільством; з’ясовано,що мережі, активно конвертуючи різні форми капіталу в політичний тиск, є інвесторами політичного капіталу. Вони форматують певну соціальну тканину, яка визначає політичний порядок денний; доведено, що дискурс політико-культурних досліджень владних еліт має опертя на когнітивні моделі соціологічного неоінституціалізму, сучасної «культурсоціології» і культурної антропології.
Універсальні закономірності розвитку держав в умовах пандемії: уроки для пострадянського простору
Authors: Лавриненко Ганна
Published: June 2022

У статті розглядаються основні закономірності розвитку держав в умовах пандемії. Визначено, що увага вчених сконцентрована на проблемі впливу пандемії на світові політичні та глобалізаційні процеси загалом, та значно менше приділяється уваги питанням функціонування в умовах оновленого світоустрою окремо взятих держав, у тому числі і з пострадянського простору, яким також необхідно визначити вектор подальшого розвитку, щоб не піти шляхом інституційного ізоморфізму, що зумовлює актуальність дослідження. У зв'язку з чим було поставлено мету виявити універсальні закономірності розвитку держав в умовах пандемії, які можуть стати уроками для держав пострадянського простору. Виявлено, що пандемія мала універсальний каталітичний вплив на існуючі політичні процеси, виявивши слабкі сторони у функціонуванні політичних інститутів з одного боку. З іншого боку, коронакриза продемонструвала здатність до акумулювання колективного ресурсу для досягнення соціально-політичних цілей. В результатах дослідження встановлено, що COVID-19 змусив суспільство зробити вибір між універсальними закономірностями розвитку держав: тоталітарним контролем та свободами, а також між світовою солідарністю та національною ізоляцією. Оцінено вплив пандемії на поширення політичного протекціонізму серед держав. Охарактеризовано ситуацію із розстановкою сил та зсуву центру впливу на світовій політичній арені із Заходу на Схід. Зроблено висновки, що в найближчому майбутньому очікується зростання failed states. Встановлено, що очікується відновлення поширення глобалізаційних тенденцій насамперед в інформаційному полі. Визначено, що пошук рівноваги між завданнями національного та глобального розвитку продовжується. Вказано, що універсальною закономірністю розвитку держав пострадянського простору, ґрунтуючись на моделюванні їх поведінки з позицій теореми Пуанкаре, стане їх рух за власною траєкторією, що призведе до «парадоксу політичного повернення», внаслідок якого продовжиться рух до досягнення спільних цілей з урахуванням набутого досвіду.
First records of Agamyxis pectinifrons (Cope, 1870) (Siluriformes, Doradidae) from the state of Chiapas, Mexico, and an extension of the geographic range in the Grijalva river basin
Authors: Reyes-Grajales Eduardo , Perera-Trejo Ernesto E. , Guichard-Romero Carlos A. , González-Díaz Alfonso A.
Published: June 2022

We provide the first records of occurrence of Spotted Raphael Catfish, Agamyxis pectinifrons, in Chiapas, Mexico, and extend the geographic range of this species in the Grijalva river basin. We collected 42 specimens, for which we present morphological and meristic data from 28 of these. The larger number of individuals and the range of sizes recorded suggest that A. pectinifrons is established in this region of the Grijalva basin. 
GENERALIZED TRANSITION NETWORK PARSING FOR LANGUAGE STUDY
Authors: Loritz Donald
Published: June 2022

GPARS is a generalized transition network system designed for language study by bothstudents and researchers. The GPARS system generalizes the Augmented TransitionNetwork formalism by allowing top-down, bottom-up, depth-first, breadth-first,deterministic, and nondeterministic parsing strategies to be freely intermixed. Thesevarious strategies have also allowed the system to be used for par-sing Chinese,Russian, Japanese, and other languages.
CALICO '93 Annual Symposium, Government Resources Panel Discussion
Authors: Kilgore Betty , Norman James Earl
Published: June 2022

CALICO '93 Annual Symposium, The College of William and Mary
Video and Software Self-Development Tools for the Language Teacher
Authors: Compain Jean , Duquette Lise , Lauriel Michel
Published: June 2022

The comprehension-based approach has its foundations in cognitive science. It focuses on listening and reading where the teacher is a facilitator who must induce appropriate strategies in their students. In order to explain this new role to teachers involved in French comprehension courses, a self-instruction kit has been developed. A videotape presents the approach which is exemplified with classroom sequences. This videotape is complemented with a study guide which includes theoretical explanations and practical exercises. Teachers can also assess their level of mastery using a self-assessment software before and after their training. This program ensures confidentiality and provides the teacher with a diagnosis in regard of various teaching strategies to be learned. It will also be used to research the impact of video techniques on vocational training.
Customer Satisfaction in CALL
Authors: Decoo Wilfried
Published: June 2022

Plenary Address, Calico '92 International Symposium, "Bridges", Maastricht **** Valkenburg, The Netherland
Foreign Language Teaching and Learning in a Multimedia Environment
Authors: Kornum Lis
Published: June 2022

This paper will describe my experiences and the subsequent evaluations of a number of case studies showing various applications of software and multimedia in the language classroom and in interdisciplinary projects.
One aim has been to integrate various types of courseware, such as dedicated packages and authoring programs, along with other electronic media like interactive video and audio, CD-ROM, electronic mail, databases, satellites etc. in the curriculum of secondary and further education.
Another aim has been to train both students and teachers in the organization of information retrieval and the exploitation of multimedia, and to evaluate the pros and cons of the new teaching and learning methodologies that emerge as a consequence of these strategies.
Investigation of Using Text-Critiquing Programs in a Process-Oriented Writing Class
Authors: Liou Hsien-Chin
Published: June 2022

While the cost vs. gain of text-analysis CALL programs has been discussed (e.g., Brock, 1990) and major drawbacks of commercial packages such as Grammatìk for specific learner groups were pointed out (Liou, 1991), few research studies on integrating available text-analysis programs into realistic writing classroom activities have been formally conducted so far. This research report addresses the issue by documenting the college EFL writers' revision process in which human teachers' feedback, students' own revision, and the use of two commercial packages, Grammatìk and Complete Writer's Toolkit, were incorporated. A small-scale quasi-experimental study was conducted to examine the effect of the packages while assessing the writing performance of 39 subjects placed in either the control group or the experimental group. In addition, an interview was conducted to elicit the subjects' response to this CALL strategy. A comparison was made regarding (a) the performance of the two-group subjects, (b) the effects of the programs vs. subjects' peer comments (peer editing), and (c) the differences between the effects of critiquing of Grammatìk and Complete Writer's Toolkit. Other factors which may affect the gain while using the program were qualitatively documented. Results showed that each of the two packages has a role to play for students of various proficiency levels and that weak subjects benefited more from Writer's Toolkit and liked such programs better. No group difference in writing quality was found regarding students who used or did not use the programs. Attitudes toward the use of such programs tend to be positive. It seems that text-analysis programs may be beneficial to learners in writing revision given careful classroom design and individual attention to learners' writing proficiency. Several pedagogical implications are raised.
Models of Interactive Videodisc Development
Authors: Hendricks Harold H.
Published: June 2022

Over the last decade, Brigham Young University has developed over a dozen interactive videodisc programs for personalized foreign language instruction. From the early prototypal projects to the current HyperCard and ToolBook packages, each of these programs has explored a different emphasis in interactivity. This article is a broad description of these different models, their variations and their implementation.
ATLAS: An Adaptive Model for Measuring Language Proficiency
Authors: Schonenberg Nancy , Van Achter Ilse , Van Walle Ann , Van Deun Kurt , Decoo Wilfried , Colpaert Jozef
Published: June 2022

By order of the Civil Service Commission of Belgium, Didascalia, a research group at the University of Antwerp, has developed an adaptive system for evaluating second language proficiency. Therefore we have investigated to what extent language proficiency can be measured by computer. We created an adaptive model based on the following two principles. First we ranged the test items on a difficulty scale, using the ponderation and calibration of their distinctive features. Secondly, the test places the examinees on a proficiency scale. Therefore we developed a model based on probability and information theory. The first module of the ATLAS test is currently in use and assesses Approximately 15,000 civil servants for selection and promotion yearly.
Sayonara Kanjitalk
Authors: Saito Yoshiko , Abbott Thomas F.
Published: June 2022

With Apple's WorldScript technology the door is now open for Japanese language teachers to develop the wonderful learning materials that, up until now, have only been wishful thinking. Previously technical obstacles and the expense of producing high quality Japanese text were prohibitive. This article focuses on the developmental stages involved in arriving at reliable Japanese language capability for Macintosh and the potential benefits offered by WorldScript. Formidable obstacles had to be overcome, but now that Apple has introduced WorldScript technology, many of those difficulties have been resolved for Macintosh users.
Improved Delivery of Lexical Information in a Computer Assisted Reading Instruction Program
Authors: Nara Hiroshi
Published: June 2022

This paper reports on a recent development in Interactive Japanese: Understanding Written Japanese 11, with regard to a new facility whereby lexicographical information can be viewed by the user with full contextual information. This collocational information is available for any word or kanji in the 65 texts incorporated in UWJ II. This method of showing all the collocations of a word was implemented partly to address the users' needs for monitoring progress and for maintaining a sense of organization about their knowledge skill areas which have been identified as being a factor in succeeding with UWJ.
Errors in the Compositions of Second-Year German Students
Authors: Juozulynas Vilius
Published: June 2022

An analysis of errors in an approximately 400 page corpus of German essays by American college students in second-year language courses shows that syntax is the most problematic area, followed by morphology. These two categories together make up 53% of errors. Errors are divided into five categories and two types. The study, a contribution to the error analysis element of a syntactic parser of German, indicates that most student errors (80%) are not of semantic origin, and therefore, are potentially recognizable by a syntactic parser.
History of an AI Spy Game
Authors: Sanders Ruth H. , Sanders Alton F.
Published: June 2022

The article describes a history of a German language adventure game (Spion) for college language students.
TICCIT and CLIPS
Authors: Jones Randall L.
Published: June 2022

The article describes early computer technology: Time-shared Interactive Computer Controlled Information Television (TICCIT) and Computerized Language Instruction and Practice Software (CLIPS)
Facing the Triple Challenge
Authors: Ehrmann Stephen C.
Published: June 2022

CALICO '95 Annual Symposium Keynote AddressMiddlebury College, Middlebury, Vermont
Toward a Theory of Technologically Assisted Language Learning/Instruction
Authors: Oller John W.
Published: June 2022

The fundamental problem of language instruction is how to enable language learners to make sense of signs in a given target language. Working out that problem is crucial to a theory of how to employ various technologies. The latter range from the PC and its accessories to the information superhighway. Our question is how to conceptualize the use of such technologies in language instruction. In developing our theory, we are guided by past and present experience, and especially by previously attained successes in theory, practice, and research, but our view is toward the future. Our goal is to shape a conception that may help us to anticipate that future, perhaps to shape it, and, hopefully, at least to survive it. This presentation summarizes certain results from theory, research, and practice in technologically assisted language instruction aiming toward an integrated theory of what we are apt to be up to in the 21st century.1
It's Not the Distance
Authors: Fisher Donald
Published: June 2022

CALICO '96 Keynote Address
Language Learning on the World Wide Web
Authors: Zhao Yong
Published: June 2022

This article considers the use of the World Wide Web in second language learning within a new framework of language learning. Viewing second language learning as peripheral participation, this framework provides a better structure within which the use of networked-based technology can be discussed. The model of new concepts of CALL proposed within the context of the Internet, particularly the Web, is a result of viewing second language acquisition as situated learning. A Web-based project is discussed to illustrate this model. The project, EX•CHANGE, exemplifies the principles of Web-based CALL projects, especially the one conceptualized as Virtual Communities of Language Learners. EX•CHANGE has been in operation for over a year, we have seen much of the expected results -- peripheral participation -- take place. In the past year, EX•CHANGE has become a leading Web-based project for ESL learners. It is hoped that the prototype community of learners piloted through EX•CHANGE can provide some light for future explorations.
Theoretical Foundation for the Development of Pedagogical Tasks in Computer Mediated Communication
Authors: Salaberry M. Rafael
Published: June 2022

Computer Mediated Communication (CMC) permits users to engage in purposeful exchanges with other humans (and with on-line databases) both synchronously and asynchronously. Yet, disappointment with previous technological "revolutions" may cause language teachers to be less receptive to the pedagogical uses of this new medium. A historical review of some of pedagogical claims of Computer Assisted Language Learning (CALL), multimedia applications, and their eventual outcomes, as well as new research in Second Language Acquisition (SLA), support the proposition that CMC gives second language learners the opportunity to enhance their learning experience. A theoretical framework is suggested for the development of pedagogical tasks based on CMC environments.
On the Path to 2X Learning
Authors: LaRocca Stephen A. , Morgan John J. , Bellinger Sherri M.
Published: June 2022

One of the most advanced technologies brought to bear on language learning is automatic speech recognition (ASR). It is proposed that ASR-enhanced materials for self-study can effectively increase the student's learning twofold over conventional self-study materials. Past and current efforts at the U.S. Military Academy are described, aimed at integrating advanced ASR into courseware authoring systems. Practical, technical, and pedagogical issues confronting both programmers and courseware developers are discussed. Possible directions for this emerging technology are forwarded based on past research, current experimental evidence, and the future of language learning in an era of technology.
Subarashii
Authors: Bernstein Jared , Najmi Amir , Ehsani Farzad
Published: June 2022

Automatic speech recognition is used in a system to offer first-level, computer-based exercises in the Japanese language for beginning high school students. Implementing a preprototype version of the Subarashii system identified strengths and limitations of continuous speech recognition technology in supporting open dialogue practice, in which utterance choices are not written on the screen. Lessons learned from this implementation have led to novel methods in the development of materials for computer-based interactive spoken language education.
Using a Computer in Foreign Language Pronunciation Training
Authors: Eskenazi Maxine
Published: June 2022

This paper looks at how speech-interactive CALL can help the classroom teacher carry out recommendations from immersion-based approaches to language instruction. Emerging methods for pronunciation tutoring are demonstrated from Carnegie Mellon University's FLUENCY project, addressing not only phone articulation but also speech prosody, responsible for the intonation and rhythm of utterances. New techniques are suggested for eliciting freely constructed yet specifically targeted utterances in speech-interactive CALL. In addition, pilot experiments are reported that demonstrate new methods for detecting and correcting errors by mining the speech signal for information about learners' deviations from native speakers' pronunciation.
Error-tagged Learner Corpora and CALL
Authors: Granger Sylviane
Published: June 2022

Learner corpora--electronic collections of foreign or second language learner data--constitute a new resource for second language acquisition (SLA) and foreign language teaching (FLT) specialists. They are especially useful when they are error-tagged, that is, when all errors in the corpus have been annotated with the help of a standardized system of error tags. This article describes the three-tiered error annotation system designed to annotate the French Interlanguage Database (FRIDA) corpus. The research took place within the framework of the FreeText project which aims to produce a learner corpus-informed CALL program for French as a Foreign Language. Once annotated, the FRIDA corpus was put through standard text retrieval software to extract detailed error statistics and to carry out concordance-based analyses of specific error types. The results were used to focus the CALL exercises on learners' attested difficulties and to improve the error diagnosis system integrated in the CALL program.
Web Tracking and Students' Work Patterns in Online Language-learning Activities
Authors: Weinberg Alysse
Published: June 2022

In previous publications the author reported on the use of a website dedicated to French songs for an advanced French comprehension course at the university level. The present article analyzes web-tracking data captured from the website over two terms--fall 2003 and winter 2004. The variations in the amount of time students spent working on the online activities and their online behavior as they navigated through the Chansons de la francophonie web activities are presented. Research queries are made into the data to explore web behavior differences between day and evening students, male and female students, and especially diligent versus less diligent students. The website, the course, the students, the characteristics of the eChanson web-tracking system, and a few typical web navigation patterns for some students are also described. One result of this study shows that it is not necessarily the students with the lowest marks who spend the least amount of time on web activities (nor vice versa), nor do the most diligent workers on the web activities achieve the highest measured skill improvements.
Beyond Motivation
Authors: Kim Hoe Kyeung
Published: June 2022

There have been many promises about the benefits of computer-assisted language learning (CALL) in classrooms. The assumption underlying those benefits is that computers would be used in a student-centered and a constructivist learning approach, departing from a teacher-centered teaching approach. The uses of computers in the classroom, however, vary depending on the teachers' perceptions and expectations of computers. There is little known about the ESL/EFL teachers' teaching beliefs and perceptions about the role of computers in their classrooms. This study examined 10 ESL/EFL teachers who enrolled in both a teacher education program and an advanced certificate of educational technology program. The grounded theory method was employed to understand these teachers' perceptions of computers in their classrooms. For data collection, each participant was interviewed for 50 minutes. The findings suggested that these teachers' perceptions and expectations of computers favored their use as instructional tools. In spite of the recommendations in the literature of CALL, ESL/EFL teachers' perceptions of the role of computers are limited to a supplemental and instructional tool in their language classrooms. Furthermore, teachers' perceptions of CALL were still based on a teacher-centered teaching paradigm.
Web-based Foreign Language Reading
Authors: Lück Kerstin
Published: June 2022

This study aimed to investigate whether pedagogically guided web-based reading can improve skimming and scanning significantly (i.e., increased productive outcomes) and whether it can enhance student participation and motivation (i.e., increased affective outcomes). Forty-six students enrolled in two German 3 classes at the high school level were selected. The participants read texts about German culture and politics. Qualitative and quantitative findings indicated that the students in the treatment group (Group A) increased their skimming and scanning performance significantly compared to the students in the control group (Group B). Furthermore, the students in Group A were able to foster their reading skills in such a way that they were able to use it with linear materials as well. Besides skimming and scanning, the students also increased their participation and motivation. Although the participants in Group B made some progress in the following research period, their achievement remained significantly lower than that of the participants in the treatment group. These findings not only make clear that pedagogically guided web-based instruction has a positive impact on foreign language reading skills, participation, and motivation, but they also support the argument that a variety of methods and approaches should be used and that traditional approaches alone should not dominate in foreign language instruction.
TRANSITION FROM MULTIMEDIA MATERIALS TO INTERACTIVE VIDEOTAPE IN TEACHING RUSSIAN CULTURE AND LANGUAGE
Authors: Norkeliunas Casimir J.
Published: June 2022

This article describes some of the benefits that can be found by using high technology materials in difficult teaching situations. Marist College is developing several CALI programs.  The author describes a slightly different use of technology where multimedia and CAI are used to teach Russian culture. Increased student motivation is a major benefit.  The author also discusses how this approach allows for meeting individual needs.
COMPUTER-ASSISTED ESL RESEARCH
Authors: Dalgish Gerard M.
Published: June 2022

This paper describes a computer-assisted research project into writing errors of ESL college students. Sentences with error types and first language of students are entered in a database and analyzed to discover the most common errors for all students, and the most prevalent patterns within each language group, with the hope of more closely individualizing error identification and instruction. Results of the research into such areas as prepositions, verb agreement, part of speech, articles, verb tense and the use of be are presented.
COMPUTER-ASSISTED INSTRUCTION IN BEGINNING COLLEGE GERMAN: AN EXPERIMENT
Authors: Teichert Herman U.
Published: June 2022

Background information on other German CAI programs and articles written by authors of German CAI programs with which the author is personally acquainted is first presented. Information on the author's experiment is then given. In the experiment two nearly homogeneous sections of second-semester German were utilized in this experiment. The experimental class used ten modules of computer-assisted instruction  instead of the workbook, which the control group used. The purpose of the experiment was to find out if immediate reinforcement in self- pacing would enable the students to perform better on the final exam and to get a better course grade. Both sections were taught by the investigator.  Both classes also took an achievement test at the beginning of the semester for comparison. The results show the experimental class was far superior.
JUNGLE OR PARADISE
Authors: McNeal Kenny Minnie
Published: June 2022

The text of this address was presented at the banquet held the evening of Friday, February 1, 1985, at CALICO '85 in Baltimore, Maryland.
AN OVERVIEW OF THE MIT ATHENA LANGUAGE LEARNING PROJECT
Authors: Kramsch Claire , Morgenstern Douglas , Murray Janet H.
Published: June 2022

This paper details the current status, the future plans, and the reasoning behind the MIT Athena Language Learning Project. The materials are meant to supplement regular class time and to be broad and rich in the area of linguistic resources. The lab itself is planned to accommodate the full range of peripherals including speech recognition devices, and interactive video devices.
Tracking Learner Usage of Mobile Phones for Language Learning Outside of the Classroom
Authors: Stockwell Glenn
Published: June 2022

Mobile technologies have the potential to empower learners to work outside of the classroom with a freedom that is difficult to achieve with more traditional technologies such as desktop computers. Of these, it is the mobile phone that has attracted a good deal of attention in the language learning literature in recent years (e.g., Kennedy & Levy, 2008; Author, 2010) but questions remain as to whether this enthusiasm is shared by the learners themselves. Author (2008), for example, showed that learners who were given the option of using their mobile phone or a personal desktop computer (PC) for language learning tasks showed an overwhelming preference for the PC. The study investigates server logs of how fifty Japanese learners of English complete activities on both mobile and PC platforms, in terms of the amount of time spent using each platform, when and where learners engaged in the activities, and the effect of a “push mechanism” email they could opt to have sent on a daily basis. Results are discussed in terms of patterns of learner usage with both platforms, and suggestions for activity design to enhance learner engagement are provided.
Clicking for Help
Authors: Heift Trude
Published: June 2022

This study investigates context-sensitive help access in The E-Tutor, a web-based CALL program for L2 German. In fall 2011, we collected data from 198 beginner learners of German who worked on four different activity types for which the system provided a context-sensitive help link on the most commonly made error unique to each exercise. To determine the most common error, a learner corpus of 5000 previous users of The E-Tutor was constructed and statistical analyses were applied. Study results indicate that learners’ help access varies according to activity type with the most specific and relevant link being accessed most frequently. Moreover, our log data indicates a fairly limited use of the help options by our learners thus confirming previous research results.
Effects of gloss types on vocabulary learning through reading: Comparison of single and multiple gloss types
Authors: Yoshii Makoto
Published: June 2022

This study examines which gloss type, single or multiple, is more effective for vocabulary learning through reading. Japanese university students read a text for comprehension on computers. The students were randomly divided into two groups: single gloss and multiple gloss groups. There were 15 target words in the text. Glosses were provided next to the target words in the form of blank boxes with pull-down menus. The single gloss group checked the meanings of the target words by simply clicking the arrow and locating one definition in their L1, Japanese. The multiple gloss group checked the meanings of the words in the same way; however, the students in the multiple gloss group had to choose the correct definition out of 4 options. The participants took 4 vocabulary tests: 1) pretest; 2) immediate test; 3) posttest one week later; and 4) delayed posttest one month later. The tests were all multiple-choice tests except for the pretest, which employed a meaning-supply test. The results showed a consistent pattern of single gloss type being more effective than multiple type. This was contrary to previous findings. Possible reasons and implications of the study will be discussed.
Tools that detectives use: in search of learner-related determinants for usage of optional feedback in a written murder mystery
Authors: Cornillie Frederik , Lagatie Ruben , Vandewaetere Mieke , Clarebout Geraldine , Desmet Piet
Published: June 2022

This paper explores individual difference factors in relation with usage of optional CF in a written and task-based tutorial CALL environment for English grammar practice that contained gaming features. Previous research in CALL has highlighted the importance of prior knowledge for learners’ usage of CF options (Brandl, 1995; Heift, 2002), but the contribution of metacognitive and affective variables remains unexplored. Based on insights from the literature on tool use (e.g. Author 4 & Elen, 2009), this pilot study considered that learners’ usage of optional CF in CALL might additionally be determined by the perceived usefulness of CF and by learners’ achievement goal orientation. Quantitative analysis of questionnaire data in combination with tracking and logging data showed that usage of optional CF was associated with prior explicit knowledge, but no relation was found with perceived usefulness and achievement goal orientation. Future research on CF usage could benefit from qualitative in-depth analyses of learners’ perceptions and motives.
Computer Assisted Vocabulary Learning: Framework and Tracking Users’ data
Authors: Ma Qing
Published: June 2022

It is proposed that CAVL applications can be divided into two broad categories: lexical programs/tasks and lexical resources/aids. There are three major types of lexical resources/aids: open Google searches, electronic dictionaries and lexical concordancers; they provide learners with access to meaning and other lexical information about the unknown items encountered during the learning process. Lexical programs/tasks can be further divided into four types: incidental learning with lexical glosses, CMC lexical-based tasks, computerized vocabulary exercises, and dedicated CAVL programs. Such a distinction is made based on the prominence each gives to vocabulary learning in terms of tool/tutor, implicit/explicit learning and meaning/form focusing. Equally important is the user tracking system built into each application, as tracking data can reveal how learners actually interacted with the learning system (Fischer, 2007; 2012). A review of tracking systems used in CAVL shows that multiple technologies/means have been used in tracking user actions and further research needs to focus on the identification of the key user actions related to learning outcome. Only with a good tracking system, can CALL effectiveness be proven, useful design features be identified and the appropriate programs be selected.
Using tracking technologies to study the effects of linguistic complexity in CALL input and SCMC output
Authors: Collentine Karina
Published: June 2022

With more integration of CALL in the language classroom, it is becoming increasingly important to understand the impact of CALL features on L2 performance. Tracking technologies provide an unobtrusive glimpse into learners’ behaviors in CALL (Fischer, 2007). Collentine (2011) employed tracking technologies to study the relationship between learners’ exploratory behaviors in a task-based 3D world and the linguistic complexity of their SCMC production. Yet, learners’ exploratory behaviors actually increased their exposure to input, and the combination of exploratory behaviors and input was hypothesized to yield more complexity in output. This study uses tracking technologies to focus explicitly on this input-output relation. A total of 60 third-year university learners of Spanish participated in CALL tasks entailing a 3D world – containing embedded tracking technologies – to discover clues about a crime; then, dyads chatted in SCMC to solve the crime. The study employed three regression analyses to study the relationship between linguistic complexity in input from the 3D world and SCMC production. The results suggest that, for learners to produce linguistic complexity while engaged in task-based CALL, learner input must contain both certain linguistic features and generous amounts of information.
Preface
Authors: Hubbard Phil , Schulze Mathias , Smith Bryan
Published: June 2022

Festschrift Preface
GRADE CALCULATION AID
Authors: Nasman Leonard
Published: June 2022

Many instructional situations warrant the awarding of letter grades for papers, reports, quizzes, etc. Each of these may constitute a different portion of the final course grade.  The process of translating each letter grade to a number, applying the appropriate weighting factor, and then determining the final letter grade, can be bothersome.  The author presents a computer program to easily handle this task.
AN ALGORITHM FOR CONTROLLED INTEGRATION OF SOUND AND TEXT
Authors: Wohlert Harry S. , McCormick Martin
Published: June 2022

Speech can be integrated into computer-assisted language learning programs (CALL) with Apple II computers and cassette recorders activated by inexpensive cassette control devices (CCD). While this arrangement is increasingly used with great success in foreign language instruction, teachers who want to introduce sound into their computer programs are restricted to programs whose code can be listed because two POKE statements to activate the CCD have to be inserted.Until now a more serious drawback has been the lack of an algorithm to turn off the cassette recorder automatically to keep screen text and audio in synchronization. This article offers a program that turns the recorder off automatically and describes how to integrate the audio of a totally computer-controlled cassette recorder with the text of a conventional CALL program.  The program code will be in the public domain.
NEW DIRECT-READING JAPANESE-ENGLISH CHARACTER DICTIONARY
Authors: Halpern Jack
Published: June 2022

This paper describes a project that presents the Japanese written language characters (Kanji) using a new concept to organize, define, and indicate various functions and interrelationships among the characters.
A MICROWORLD FOR SECOND-LANGUAGE ACQUISITION
Authors: Harroff Stephen
Published: June 2022

The integration of computers into our language laboratories must involve rethinking the concept of the laboratory as a setting for experimentation to include the fields of experimentation with linguistic concepts, with culture, and with language acquisition.This article describes a German-language microworld for fostering language acquisition—for learning a computer language through a natural language. "INFORMATIK I" is a course on the nature of language, on CAI, and on the programming language, SuperPILOT, a course in which German is the medium for communicating and learning. Following the course description is that of a disk-based tutorial on the instruction  set of SuperPILOT. This tutorial reflects the premise of the course, that experimentation fosters comprehension, and includes a series of laboratory experiments for students to complete—all couched in German.
CALL WITH AUDIO COUTPUT
Authors: Collett John
Published: June 2022

The need to include an audio component in CAI work in French is discussed, and an attempted solution is described in terms of a suite of programs designed to facilitate the creation and use of dictation practice materials. Pre-existing recordings can be used in the preparation phase, or new recordings can be made as the program runs. An index of recordings is automatically updated. For each text a setting can be made to require exact punctuation or to tolerate punctuation differences when it is used. In student use of the program, useful features include: the option of instructions if needed; repetition of any phrase by pressing a single key; the progressive build-up on the screen of the complete and correct text, with those segments in which a student error occurred being highlighted; the option of repeating incorrectly answered segments at the end of the exercise; and of finally hearing and seeing the exercise; and of finally hearing and seeing the complete text simultaneously. Supplementary programs enable the inclusion of accented letters and the production on screen of the correctly formatted text.
COMPUTERS AND COMPOSITION IN HAWAII
Authors: Harvey T. Edward
Published: June 2022

The use of high technology in the class for Third year level Spanish composition classes has enhanced and focused classroom activities more on the L2 composition process.  Two programs are discussed in relation to this approach to composition.  These are Manipulante (a word processing program) and Quevedo (a style checker).
CALL for Uncommonly Taught African Languages: Computer Characterizations
Authors: Dalgish Gerard M.
Published: June 2022

The field of African language CALL is expanding rapidly as part of the general trend toward foreign language CALL. Yet the assumptions and needs of the learner in such instruction are quite different from that of the more commonly taught languages. African language instruction may not always be classroom-oriented: texts are seldom available for most of the uncommonly taught languages, and a native speaker as consultant may or may not have training in foreign language instruction. These factors have led to the need for self-standing, computer-driven instruction for these languages. This paper will discuss some assumptions regarding generative-based African language CALL, with references to Bantu languages and to one particular language (the OluTsootso dialect of Luyai, a language of Kenya), and describe elements of a computer program that produces superficial forms from underlying forms of that language. The paper will close with a discussion of some of the differences between computer characterizations of certain phonological phenomena and the generative linguist's description of such phenomena.
Some Transparency Theory Concepts Applied to a Language Acquisition Project
Authors: Wilson Lois , McCulough Virgil
Published: June 2022

This paper describes the use of transparency theory in second language acquisition and in particular its use as applied to a survival, or entry, level Spanish language training effort called the EXITO project. The use of audio and video in the EXITO project to enhance the application of concepts of transparency theory is also described.