English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technologyJohn Benjamins Publishing, 17 ¸.¤. 2003 - 213 ˹éÒ This 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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... Cambridge: Cambridge University Press. Alderson, J. C. (1991). Innovation in language testing: Can the microcomputer help? Language testing update: Special report no. 1. Alderson, J. C. & Hamp-Lyons, L. (1996). TOEFL preparation courses ...
... Cambridge: Cambridge University Press. Alderson, J. C. (1991). Innovation in language testing: Can the microcomputer help? Language testing update: Special report no. 1. Alderson, J. C. & Hamp-Lyons, L. (1996). TOEFL preparation courses ...
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... Cambridge: Cambridge University Press. Bodin, E. (2002). Parallel concordancing: Are there benefits for intermediate learners? Unpublished MA Thesis, Department of English, Iowa State University, Ames, IA. Borrás, I. & Lafayette, R. C. ...
... Cambridge: Cambridge University Press. Bodin, E. (2002). Parallel concordancing: Are there benefits for intermediate learners? Unpublished MA Thesis, Department of English, Iowa State University, Ames, IA. Borrás, I. & Lafayette, R. C. ...
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... Cambridge: University of Cambridge Examinations Syndicate / Cambridge University Press. Chapelle, C. A. (1990). The discourse of computer-assisted language learning: Toward a context for descriptive research. TESOL Quarterly, 24(2), 199 ...
... Cambridge: University of Cambridge Examinations Syndicate / Cambridge University Press. Chapelle, C. A. (1990). The discourse of computer-assisted language learning: Toward a context for descriptive research. TESOL Quarterly, 24(2), 199 ...
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... Cambridge: Cambridge University Press. Chapelle, C. A. (2001b). Innovative language learning: Achieving the vision. ReCALL, 13(1), 3–14. Chapelle, C. A. & Abraham, R. (1990). Cloze method: What difference does it make? Language Testing ...
... Cambridge: Cambridge University Press. Chapelle, C. A. (2001b). Innovative language learning: Achieving the vision. ReCALL, 13(1), 3–14. Chapelle, C. A. & Abraham, R. (1990). Cloze method: What difference does it make? Language Testing ...
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... Cambridge: Cambridge University Press. Cummins, J. (2000). Academic language learning, transformative pedagogy, and information technology: Towards a critical balance. TESOL Quarterly, 34(3), 537–548. CyberAtlas. (2001). The big picture ...
... Cambridge: Cambridge University Press. Cummins, J. (2000). Academic language learning, transformative pedagogy, and information technology: Towards a critical balance. TESOL Quarterly, 34(3), 537–548. CyberAtlas. (2001). The big picture ...
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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