English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technologyThis book explores implications for applied linguistics of recent developments in technologies used in second language teaching and assessment, language analysis, and language use. Focusing primarily on English language learning, the book identifies significant areas of interplay between technology and applied linguistics, and it explores current perspectives on perennial questions such as how theory and research on second language acquisition can help to inform technology-based language learning practices, how the multifaceted learning accomplished through technology can be evaluated, and how theoretical perspectives can offer insight on data obtained from research on interaction with and through technology. The book illustrates how the interplay between technology and applied linguistics can amplify and expand applied linguists’ understanding of fundamental issues in the field. Through discussion of computer-assisted approaches for investigating second language learning tasks and assessment, it illustrates how technology can be used as a tool for applied linguistics research. |
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Reconsidering research When I give lectures about CALL research, I typically
find, among the many perspectives in the audience, some people who assume
that the only serious way of conducting research on CALL is through comparison
...
Reconsidering research When I give lectures about CALL research, I typically
find, among the many perspectives in the audience, some people who assume
that the only serious way of conducting research on CALL is through comparison
...
˹éÒ
This and its response in Figure 3.2 were particularly articulate contributions to
what is an ongoing conversation about research in CALL in the profession. They
mirror conversations that go on regularly on email discussion lists, in faculty ...
This and its response in Figure 3.2 were particularly articulate contributions to
what is an ongoing conversation about research in CALL in the profession. They
mirror conversations that go on regularly on email discussion lists, in faculty ...
˹éÒ
For example, even if one can identify a CALL activity of interest as fitting within a
sociocognitive theoretical perspective, the specific methodology is ultimately
guided more strongly by the research questions to be investigated, and therefore
the ...
For example, even if one can identify a CALL activity of interest as fitting within a
sociocognitive theoretical perspective, the specific methodology is ultimately
guided more strongly by the research questions to be investigated, and therefore
the ...
˹éÒ
My experience in working with these data is that they provide one small window
on learners' processes, and in doing so they offer a valuable perspective on
CALL. However, my experience also suggests that researchers who are not
involved ...
My experience in working with these data is that they provide one small window
on learners' processes, and in doing so they offer a valuable perspective on
CALL. However, my experience also suggests that researchers who are not
involved ...
˹éÒ
CALL might be used as one part of this process, and therefore the idea of
evaluating CALL on the basis of the criterion that learners should master the
linguistic form as a result of a CALL task alone often does not make sense.
Second, it is ...
CALL might be used as one part of this process, and therefore the idea of
evaluating CALL on the basis of the criterion that learners should master the
linguistic form as a result of a CALL task alone often does not make sense.
Second, it is ...
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ability activity analysis appears applied linguistics approach aspects assessment attempting CALL Cambridge changes Chapelle chapter chat classroom cognitive communication complete comprehension computer-assisted concerning considered consistent construct context conversation correct critical defined definition described discourse discussion effects engage English language evaluation evidence examination example experience Figure focus focused goal grammar idea identify illustrated important inferences input instruction intended interaction interest Internet interpretation issues knowledge language learning language teaching language testing learners listening look materials meaning measure methods move negotiation observation offer opportunities participants particular performance perspective potential practice presented Press principles problem process data production questions reading requires responses role scoring second language acquisition sequences specific suggest Table tasks teachers theoretical theory tion topics types understanding University validation vocabulary writing written
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| ª×èÍ˹ѧÊ×Í | English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technology àÅèÁ·Õè 7 ¢Í§ Language Learning & Language Teaching |
| ¼Ùéáµè§ | Carol A. Chapelle |
| ¼Ùé¨Ñ´¾ÔÁ¾ì | John Benjamins Publishing, 2003 |
| ISBN | 9027295956, 9789027295958 |
| ¤ÇÒÁÂÒÇ | 213 ˹éÒ |
| Êè§ÍÍ¡¡ÒÃÍéÒ§ÍÔ§ | BiBTeX EndNote RefMan |