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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... activities, but it would be difficult to argue that the findings from second language acquisition research have been applied extensively to the development of these activities. Rather, advocates for particular activities attempt to ...
... activities, but it would be difficult to argue that the findings from second language acquisition research have been applied extensively to the development of these activities. Rather, advocates for particular activities attempt to ...
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... 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. (Bruce & Hogan 1998:270) This observation about the embedding of ...
... 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. (Bruce & Hogan 1998:270) This observation about the embedding of ...
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... 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 interacting with the computer often required them to use English at least part of the time ...
... 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 interacting with the computer often required them to use English at least part of the time ...
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... activity and interacting with other like-minded students. Lam's study is particularly compelling because she was able to gather evidence about the changes that the learner detected about his English and his identity as an American. As ...
... activity and interacting with other like-minded students. Lam's study is particularly compelling because she was able to gather evidence about the changes that the learner detected about his English and his identity as an American. As ...
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... 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 ...
... 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