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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Knowledge about classroom teaching: processes of presentation, interaction,
and evaluation Knowledge about CALL: processes and materials selection
Knowledge about materials development: selection and preparation of materials
Figure ...
Knowledge about classroom teaching: processes of presentation, interaction,
and evaluation Knowledge about CALL: processes and materials selection
Knowledge about materials development: selection and preparation of materials
Figure ...
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Classroom Teaching Cognitive & Social Process of L2 Learning CALL Materials
Development with learning materials or communicating with the teacher and
others. In other words, whereas the construct of method (or more general ...
Classroom Teaching Cognitive & Social Process of L2 Learning CALL Materials
Development with learning materials or communicating with the teacher and
others. In other words, whereas the construct of method (or more general ...
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Table 3.1 The contradictions in discourse about CALL vs. classroom research A
case must be made for CALL My experience Language teachers need to be
convinced about whether to use CALL and for what purpose. Administrators need
...
Table 3.1 The contradictions in discourse about CALL vs. classroom research A
case must be made for CALL My experience Language teachers need to be
convinced about whether to use CALL and for what purpose. Administrators need
...
˹éÒ
This perspective is consistent with the classroom research tradition described by
Chaudron (1988) who explained its use in studies which investigate the behavior
of learners in the classroom, often in hopes of showing how the teacher's ...
This perspective is consistent with the classroom research tradition described by
Chaudron (1988) who explained its use in studies which investigate the behavior
of learners in the classroom, often in hopes of showing how the teacher's ...
˹éÒ
<ari><–in a goofy mood In part because of the results of analysis of interactive
written discourse found outside the classroom, researchers concerned with
language teaching have been eager to obtain descriptions of how language
learners ...
<ari><–in a goofy mood In part because of the results of analysis of interactive
written discourse found outside the classroom, researchers concerned with
language teaching have been eager to obtain descriptions of how language
learners ...
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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 |