For the acquisition of a second language the World Wide Web offers an abundance of learning resources that can provide opportunities for meaningful, realistic. contextualized language activities. Thls paper presents the WebLingu@ project of blended English language courses, which have been designed and developed by the University of Siena Language Centre (CLA) on the FaD (Formazione a Distanza) platform. To exploit the potential of internet resources,WebLingu@ consists of a multi-level English language resource constructed through the process of evaluation, organization and effective application of web activities.The basis for the blended course design is a wrap-around syllabus model Mason, 1998). using the core of existing internet resources wrapped or complemented with printed materials. online tutor support and limited faoe·to-face lessons.The integration of a collaboration workspace is a key factor for the development of a virtual learning community,which increases group cohesion and second language discourse production (Kaspen 1999). Overall. this paper aims to present a case study of online educational methods that support second language acquisition, as applied to online English courses at the University of Siena.

Zanca, C., & L., M. (2005). WebLingu@: blended English language learning. JE-LKS. JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY, 1(2), 259-270.

WebLingu@: blended English language learning

ZANCA, CESARE;
2005

Abstract

For the acquisition of a second language the World Wide Web offers an abundance of learning resources that can provide opportunities for meaningful, realistic. contextualized language activities. Thls paper presents the WebLingu@ project of blended English language courses, which have been designed and developed by the University of Siena Language Centre (CLA) on the FaD (Formazione a Distanza) platform. To exploit the potential of internet resources,WebLingu@ consists of a multi-level English language resource constructed through the process of evaluation, organization and effective application of web activities.The basis for the blended course design is a wrap-around syllabus model Mason, 1998). using the core of existing internet resources wrapped or complemented with printed materials. online tutor support and limited faoe·to-face lessons.The integration of a collaboration workspace is a key factor for the development of a virtual learning community,which increases group cohesion and second language discourse production (Kaspen 1999). Overall. this paper aims to present a case study of online educational methods that support second language acquisition, as applied to online English courses at the University of Siena.
Zanca, C., & L., M. (2005). WebLingu@: blended English language learning. JE-LKS. JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY, 1(2), 259-270.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11365/25073
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