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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tion and collaboration among peers at their computers has expanded beyond the
computer lab. Rather than requiring learners to meet in a single physical location,
the Internet is host to new spaces in which learners communicate through chat ...
tion and collaboration among peers at their computers has expanded beyond the
computer lab. Rather than requiring learners to meet in a single physical location,
the Internet is host to new spaces in which learners communicate through chat ...
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Table 1.2 Summary of an ESL learner's comments before and after entering
Internet discourse communities Before Internet After Internet “English is my
biggest problem” “I've improved, it's because of ICQ or e-mail or other reasons...”
“It's like ...
Table 1.2 Summary of an ESL learner's comments before and after entering
Internet discourse communities Before Internet After Internet “English is my
biggest problem” “I've improved, it's because of ICQ or e-mail or other reasons...”
“It's like ...
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It is difficult to estimate the extent to which English learners around the world
have access to and take advantage of such English-using speech communities
on the Internet. Was Almon a typical ESL learner or an odd case? Data gathered
and ...
It is difficult to estimate the extent to which English learners around the world
have access to and take advantage of such English-using speech communities
on the Internet. Was Almon a typical ESL learner or an odd case? Data gathered
and ...
˹éÒ
to attain satisfaction by taking on opportunities afforded by Internet speech
communities in English. But certainly participation in Internet speech
communities in English requires something from the participant in addition to
access, interest, ...
to attain satisfaction by taking on opportunities afforded by Internet speech
communities in English. But certainly participation in Internet speech
communities in English requires something from the participant in addition to
access, interest, ...
˹éÒ
They go on to explain how the Internet is conducive to developing “authenticity,
literacy, interaction, vitality, and empowerment (Warschauer, Shetzer, & Meloni
2000). The enthusiastic endorsement is followed by “one caveat”: that the Internet
...
They go on to explain how the Internet is conducive to developing “authenticity,
literacy, interaction, vitality, and empowerment (Warschauer, Shetzer, & Meloni
2000). The enthusiastic endorsement is followed by “one caveat”: that the Internet
...
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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 |