Multiuser virtual environments (MUVEs) are quickly gaining importance as tools for foreign language instruction by promoting collaboration and social presence in a lifelike 3-D environment. One of the largest and fastest growing of these MUVEs is Linden Lab's Second Life (SL). With an international membership of over 9,000,000 residents, SL is proving to be an important tool for foreign language education. This article provides an introduction to SL and examines some of the advantages and disadvantages of its use as an instructional tool for foreign language students and educators.

The purpose of this article is to present the results of a study conducted to investigate how the attributes of 3-D technology such as avatars, 3-D space, and comic style bubble dialogue boxes affect participants' social, cognitive, and teaching presences in a blended problem-based learning environment. The community of inquiry model was adopted to analyse and interpret data collected from transcripts and group interviews. The results indicated that although the attributes of 3-D technology promoted participants' social presence, this positive online social experience did not completely contribute to participants' cognitive presence due to inherent technology attributes. Additionally, critical technical and instructional features of the 3-D environment were required in order to further enhance teaching presence and overall learning experience.Research into learning and teaching with Internet technology has been widely recognised and discussed in recent years. One exciting trend in this field is the development of 3-D multiuser virtual environments (3-D MUVEs) where emphasis is placed on promoting community participants' social presence and collaborative inquiry (Barab, Thomas,

Part I. Frameworks guiding the research CHAPTER 2 CALL ergonomics revisited 17 Catherine Caws and Marie-Josée Hamel CHAPTER 3 The theory of affordances 41 Françoise Blin CHAPTER 4 CALL theory: Complex adaptive systems 65 Mathias Schulze and Kyle Scholz CHAPTER 5 CALL design and research: Taking a micro and macro view 89 Mike Levy and Catherine Caws vi Language-Learner Computer Interactions Part II. Data and elicitation technologies and techniques CHAPTER 6Learner personas and the effects of instructional scaffolding on working behaviour and linguistic performance Trude Heift CHAPTER 7Video screen capture to document and scaffold the L2 writing process

Today's foreign language teachers are obliged to wear many hats. In addition to the skills they must possess in teaching language, literature, and culture, they are often also expected to be competent in the use of new technologies. Innovative technologies and media are important vehicles for increasing access to information and entertainment in a foreign language, providing interaction with speakers of other languages, and improving foreign language teaching in the classroom. Thus, one increasingly vital aspect of foreign language teacher education is training in the effective use of instructional technology. However, though most educators agree on the value and importance of instructional technology, many foreign language faculty, whether new to the profession or full professors, have not received adequate training in its use, nor do they have sufficient opportunities to gain such training and experience. Though mostteachereducation programs include some instruction in the area of educational technology, there is simply often not enough time, with all of the other requirements for teacher certification, to offer a detailed examination of the technologies and their effective pedagogical use. Generally, instructional technology is not even the topic of an entire course, but rather is relegated to a brief glimpse as part of an educational methods class, and those schools that do offer complete courses on the topic are seldom able to focus on subject-specific applications of the technologies.In order to fill this gap in the training of foreign language professionals, the Department of Foreign Languages and Literatures at Northern Illinois University (NIU), partneringwith the Department ofEducational Technology, Research and Assessment (ETRA}, began offering the Foreign Language Instructional Technology Graduate Certificate Program in the summer of 2003. The program combines foreign language study with the development of proficiency in the use of technology, and is intended forK-post-secondary foreign language faculty. Now two years into its existence, the program is thriving and the first batch of participants is poised to complete it, while each new semester brings in new faces eager to learn and employ these new

This research is conducted qualitatively and aimed at patterning and describing clause and sentence structure in Lampung language through the configuration of its constituents. Regarding the constituents, Lampung has two types of clause: minor and major clauses. A minor clause is indicated by only one constituent, which is commonly a subject, predicate or adjunct. Regarding its function, it can be classified as vocative, shown by exclamation (Wuy!, Huy!); a greeting, as shown by an expression (tabikpun ngalam pukha); and an Arabic greeting (assalamualaikum). On the other hand, a major clause minimally consists of a subject and predicate, and apart from these there can also be an object, complement and adverbial. Furthermore, this research finds various categories that can act as predicative constituents: they are a verb/verbal phrase, adjective/adjective phrase, and noun/nominal phrase. Additionally, a copular verb (iyulah) and existential marker (wat) can also be the predicate. This research also reveals that in a sentence two or more clauses are connected by a conjunction, and then this conjunction becomes an indicator of dependent clauses. Also, a dependent clause can be found after the subject or the object of the independent clause.