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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Table 2.2 Benefits of three types of interaction from three perspectives Prompting
Inter- between people Negotiation atof meaning tention to language between
person and computer Prompting attention to language Intra- within the person's ...
Table 2.2 Benefits of three types of interaction from three perspectives Prompting
Inter- between people Negotiation atof meaning tention to language between
person and computer Prompting attention to language Intra- within the person's ...
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Table 3.5 Data from learners' text chat and oral report on the same topic Text chat
Oral report Student 1: ...second, I do not think so. I need a chinese guy guy. . .
Student 2: Because here is American, I think The second one is that he must be a
...
Table 3.5 Data from learners' text chat and oral report on the same topic Text chat
Oral report Student 1: ...second, I do not think so. I need a chinese guy guy. . .
Student 2: Because here is American, I think The second one is that he must be a
...
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Table 5.1 Example of texts from the house description “Jigsaw” L2 task Taro:
thehousehasmaybetwostonesteps Describe UseL2forcommunicatingmeaning
Ichi: two stone steps? Signal Focus attention on language Taro: yeah steps its a ...
Table 5.1 Example of texts from the house description “Jigsaw” L2 task Taro:
thehousehasmaybetwostonesteps Describe UseL2forcommunicatingmeaning
Ichi: two stone steps? Signal Focus attention on language Taro: yeah steps its a ...
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Table 6.2 Responses indicating aspects of vocabulary knowledge for deriving
diagnostic scores (i.e., several diagnostic scores from relevant clusters of items) (
Chapelle 1993) or unanalyzed knowledge Orthographic Misspelling diseses (#
35) ...
Table 6.2 Responses indicating aspects of vocabulary knowledge for deriving
diagnostic scores (i.e., several diagnostic scores from relevant clusters of items) (
Chapelle 1993) or unanalyzed knowledge Orthographic Misspelling diseses (#
35) ...
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Table 6.4 Examples of measures whose validity has been discussed in the SLA
literature Construct Measurement Discussion Birdsong Syntactic 1989; Chaudron
1983b; knowledge Davies & Kaplan 1998; Gass 1994; Goss, Grammaticality ...
Table 6.4 Examples of measures whose validity has been discussed in the SLA
literature Construct Measurement Discussion Birdsong Syntactic 1989; Chaudron
1983b; knowledge Davies & Kaplan 1998; Gass 1994; Goss, Grammaticality ...
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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