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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An hour of browsing through English language teaching Web sites reveals a
wide variety of activities for learners, from ESL chatrooms, and discussion boards
, to resources for listening, sites for finding communication pals, and pages and ...
An hour of browsing through English language teaching Web sites reveals a
wide variety of activities for learners, from ESL chatrooms, and discussion boards
, to resources for listening, sites for finding communication pals, and pages and ...
˹éÒ
teaching. As technologies embed themselves in everyday discourse and activity,
a curious thing happens. The more we look, the more they slip into the
background. Despite our attention, we lose sight of the way they shape our daily
lives.
teaching. As technologies embed themselves in everyday discourse and activity,
a curious thing happens. The more we look, the more they slip into the
background. Despite our attention, we lose sight of the way they shape our daily
lives.
˹éÒ
They may not have been interested in practicing their English except insofar as it
let them engage in activities that brought them out of their rooms and into a place
where their peers were. Second, the fact that computers were involved, and that ...
They may not have been interested in practicing their English except insofar as it
let them engage in activities that brought them out of their rooms and into a place
where their peers were. Second, the fact that computers were involved, and that ...
˹éÒ
... late night computer lab, where the students appeared to have been motivated
to come to escape the solitude of their dormitory rooms and apartments by
engaging in some intellectual activity and interacting with other like-minded
students.
... late night computer lab, where the students appeared to have been motivated
to come to escape the solitude of their dormitory rooms and apartments by
engaging in some intellectual activity and interacting with other like-minded
students.
˹éÒ
CMC activities can involve a variety of participant configurations including one
individual sending messages to another, one individual sending to many others,
groups sending to other groups, etc. The technology adds new and interesting ...
CMC activities can involve a variety of participant configurations including one
individual sending messages to another, one individual sending to many others,
groups sending to other groups, etc. The technology adds new and interesting ...
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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