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Technology Implementation in Second Language Teaching and Translation Studies pp 91–109Cite as

A Corpus Study of Ideology-Driven Discourse Practice: The University Language Learner as Researcher. The Case of Prepositions

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Part of the book series: New Frontiers in Translation Studies ((NFTS))

Abstract

It is widely acknowledged that both language learners and teachers have benefitted in many ways from the implementation of ICTs in and outside the classroom, and continue to do so. The range of skills that students, as future professionals, are required to master has risen exponentially in recent times, partly as a result of these technological developments. The implementation of ICTs has been coupled with a focus in higher education on exploring new ways of encouraging creativity in teaching and learner autonomy, both areas having gained ground recently in teaching practices (Weimer 2002). In this context, open-minded instructors should accept ICTs not just as simple gadgets, blindly adapting older practices to them, but as a means of achieving more rewarding learning and teaching opportunities and outcomes.

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Authors and Affiliations

  1. Universitat de València, Valencia, Spain

    Rosana Dolón Herrero & Miguel Fuster Márquez

Authors
  1. Rosana Dolón Herrero
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  2. Miguel Fuster Márquez
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Correspondence to Rosana Dolón Herrero .

Editor information

Editors and Affiliations

  1. Universidad Politécnica de Valencia, VALENCIA, Valencia, Spain

    María Luisa Carrió-Pastor

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Herrero, R.D., Márquez, M.F. (2016). A Corpus Study of Ideology-Driven Discourse Practice: The University Language Learner as Researcher. The Case of Prepositions. In: Carrió-Pastor, M. (eds) Technology Implementation in Second Language Teaching and Translation Studies. New Frontiers in Translation Studies. Springer, Singapore. https://doi.org/10.1007/978-981-10-0572-5_6

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  • DOI: https://doi.org/10.1007/978-981-10-0572-5_6

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-0571-8

  • Online ISBN: 978-981-10-0572-5

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