Titlebook: Contextual Language Learning; Real Language Learni Yu-Ju Lan,Scott Grant Book 2021 The Editor(s) (if applicable) and The Author(s), under e

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Levels of Immersion for Language Learning from 2D to Highly Immersive Interactive VR, These immersive media provide a range of affordances for learning, such as the feeling of physical presence in remote locations, social learning, experiential learning through replicable simulations, and social interactions. The article maps the levels of immersion to learning objectives associated with language learning.

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https://doi.org/10.1007/978-981-16-3416-1Chinese Learning; Sociocultural Language Learning; Virtual Reality; Augmented Reality; Immersion; Embodie

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978-981-16-3418-5The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapor

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Chinese Language Learning Scienceshttp://image.papertrans.cn/c/image/236917.jpg

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Progressive Multifocal Leukoencephalopathyo prepare their courses, as an example of Content and Language Integrated Learning (CLIL). This empirical study employed mobile devices in the learning activities, used the situated learning strategy, and involved the students in real-life investigation in the interdisciplinary literacy curriculum.

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Human Immunodeficiency Virus Infection/AIDStext of learning Chinese as a foreign language (CFL). Through the design of this Distributed Language Learning Environment (DLLE), we aim to provide (1) a Distributed Language-informed pedagogical model of language instruction. Distributed Language promotes instructional practices that leverage form

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David V. Cruz-Uribe,Alberto Fiorenzaveness of VR in language learning (Collentine in Language Learning & Technology. 15:50–67, 2011; Schwienhorst in Computer Assisted Language Learning 15:221–239, 2002), yet such attempts in teaching Chinese as a foreign language are still rare. Using the VR technologies Unity and Google Cardboard to