ABSTRACT

This coda describes various affordances and constraints associated with technology-rich language teaching and learning. It begins with a discussion of articles in this special issue of Classroom Discourse and then expands to engage with broader dynamics associated with uses of digital tools in language education. In particular, we address research issues relating to technology-rich activity such as the complexity of multimodal transcription and analysis when mapping multiple semiotic fields, potential challenges presented by polyfocality, the implications of response latency on the sequential organisation of talk, the historically and experientially formed cultures-of-use of digital communication tools as they may inform patterns and expectations of behaviour, and the potentially active role of various technologies as co-constitutive of the morphologies of action of teachers and learners in technology-rich settings.

摘要

这个结尾描述了与技术丰富的语言教学和学习相关的各种可供性和约束。它首先讨论本期《课堂话语》中的文章，然后扩展到与在语言教育中使用数字工具相关的更广泛动态。特别是，我们解决了与技术丰富的活动相关的研究问题，例如在映射多个符号领域时多模式转录和分析的复杂性、多焦点性带来的潜在挑战、响应延迟对谈话顺序组织的影响、历史和经验形成了使用数字通信工具的文化，因为它们可以告知行为模式和期望，