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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Assessment. Living in the information age can occasionally feel like being driven
by someone with tunnel vision. This unfortunate disability cuts off the peripheral
visual field, allowing sufferers to see where they want to go, but little besides.
Assessment. Living in the information age can occasionally feel like being driven
by someone with tunnel vision. This unfortunate disability cuts off the peripheral
visual field, allowing sufferers to see where they want to go, but little besides.
˹éÒ
modes of presentation that multi-media, computer-based test administration
makes possible raise all of the familiar validity issues, and may require us to
redefine the very constructs we believe we are assessing” (p. 9). What are the
validity ...
modes of presentation that multi-media, computer-based test administration
makes possible raise all of the familiar validity issues, and may require us to
redefine the very constructs we believe we are assessing” (p. 9). What are the
validity ...
˹éÒ
A third validation issue raised by computer-assisted language assessment
comes from the concern about negative affects that such assessments might
have on learners. Throughout the 1980s, language testing researchers have
increasingly ...
A third validation issue raised by computer-assisted language assessment
comes from the concern about negative affects that such assessments might
have on learners. Throughout the 1980s, language testing researchers have
increasingly ...
˹éÒ
Assessment in second language research Many researchers investigating SLA
rely on measures for assessing ... Results of such research form the basis of our
professional knowledge, and therefore the assessments used to obtain research
...
Assessment in second language research Many researchers investigating SLA
rely on measures for assessing ... Results of such research form the basis of our
professional knowledge, and therefore the assessments used to obtain research
...
˹éÒ
In language assessment in particular, technology can clearly amplify issues and
provide tools needed to better understand the central theoretical questions.
Kurzweil's idea of the law of increasing chaos, introduced in Chapter 1,
suggested ...
In language assessment in particular, technology can clearly amplify issues and
provide tools needed to better understand the central theoretical questions.
Kurzweil's idea of the law of increasing chaos, introduced in Chapter 1,
suggested ...
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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 |