The papers published in this issue of Language Learning and Technology are indicative of current research and exploratory intervention work dealing with the use of new technologies in language learning contexts involving children, teachers, and teacher education students. The range of papers represents diverse areas of interest within second and foreign language learning that is mediated by new technologies. These include new technologies as a language learning medium; sociocultural studies of new technology uses focusing on students' interactions with software interfaces and the social interactions occurring around the computer as students work; evaluative studies of ways of Internet use as a language learning resource; and students' new technology uses and purposes that are not usually associated with school-based language acquisition (e.g., gaming, text messaging, instant messaging, participating in fan-based Internet spaces). In the opening paper, "Child-to-Child Interaction and Corrective Feedback in a Computer Mediated L2 Class," Frank Morris reports findings from a study of corrective feedback on and subsequent repairs to written target language enacted during child-to-child, computer-mediated interactions within a fifth-grade, elementary Spanish immersion class in a southeast region of the United States. This study focusses on a typical teaching-learning activity within the school computer lab where students were paired, but without being told who their partner was or where s/he was sitting in the classroom. Each pair used the discussion function of Blackboard, a Web-based commercial course management interface, to complete an off-line, hardcopy jigsaw task. Morris found that implicit, negotiated corrective feedback more often led to immediate target language error repair than did other types of feedback, such as explicit negative feedback. Carla Meskill focuses on computer-supported classroom discourse in her article, "Scaffolding the Learning of At-Risk English Language Learners with Computers." At the center of her study is a very experienced elementary school teacher who works with beginning-level English language learners from low-income homes, in a mid-size, post-industrial city within the US. Meskill's analysis is grounded in the assumption that English is not a socially autonomous system, but is contingent on current and historical patterns of speaking and doing within socially defined contexts. The teacher explicitly recognizes the importance of not simply teaching her students to encode and decode, but how to recognize and navigate the "language of school" as well in order to help them effectively "participate in mainstream instructional activity." Meskill examines what she refers to as "triadic scaffolds," comprising teaching strategies, the computer's …

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本期《语言学习与技术》上发表的论文表明了当前的研究和探索性干预工作，这些工作涉及在涉及儿童、教师和教师教育学生的语言学习环境中使用新技术。论文范围代表了以新技术为中介的第二语言和外语学习中的不同兴趣领域。其中包括作为语言学习媒介的新技术；新技术的社会文化研究侧重于学生与软件界面的互动以及学生工作时围绕计算机发生的社会互动；互联网作为语言学习资源的使用方式的评估研究；学生的新技术使用和目的通常与学校语言习得无关（例如，例如，游戏、短信、即时消息、参与基于粉丝的互联网空间）。在开篇论文“计算机介导的 L2 课堂中的儿童与儿童互动和纠正反馈”中，弗兰克莫里斯报告了一项研究结果，该研究对儿童对儿童、计算机期间制定的书面目标语言的纠正反馈和后续修复进行了研究。 -在美国东南部地区的五年级初级西班牙语浸入式课程中进行中介互动。本研究侧重于学校计算机实验室内的典型教学活动，学生配对，但没有被告知他们的搭档是谁或他/她坐在教室的哪个位置。每对使用基于 Web 的商业课程管理界面 Blackboard 的讨论功能来完成离线硬拷贝拼图任务。莫里斯发现，与其他类型的反馈（例如明确的负面反馈）相比，隐含的、协商的纠正反馈更经常导致即时目标语言错误修复。Carla Meskill 在她的文章“Scaffolding the Learning of At Risk English Language Learners with Computers”中重点介绍了计算机支持的课堂话语。她的研究中心是一位非常有经验的小学教师，他在美国一个中等规模的后工业城市与来自低收入家庭的初级英语学习者一起工作。Meskill 的分析基于这样一个假设，即英语不是一个社会自治系统，而是取决于在社会定义的上下文中当前和历史上说话和做事的模式。老师明确认识到不仅要教她的学生编码和解码的重要性，而且还认识到如何识别和驾驭“学校语言”以帮助他们有效地“参与主流教学活动”的重要性。Meskill 检查了她所说的“三元支架”，包括教学策略、计算机的……