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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... cognitive demands and high contextual support” (p. 124). The implication of this analysis better resonates with my personal experience using labspeak in my second language, French. Moreover, it better explains my observation that ...
... cognitive demands and high contextual support” (p. 124). The implication of this analysis better resonates with my personal experience using labspeak in my second language, French. Moreover, it better explains my observation that ...
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... cognitive and social processes of L2 learning.... From the cognitive perspective, among the most prominent [interests] are L2 comprehension, planning, and production; motivation; and attention to, and awareness of, L2 meaning and form ...
... cognitive and social processes of L2 learning.... From the cognitive perspective, among the most prominent [interests] are L2 comprehension, planning, and production; motivation; and attention to, and awareness of, L2 meaning and form ...
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... 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 parameters) associated with ...
... 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 parameters) associated with ...
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... cognitive and social processes they create, particularly the input they provide learners, the interactions they offer, and the opportunities for linguistic production. Enhanced input A central concept in cognitive approaches to SLA is ...
... cognitive and social processes they create, particularly the input they provide learners, the interactions they offer, and the opportunities for linguistic production. Enhanced input A central concept in cognitive approaches to SLA is ...
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... cognitive processing that new input to the learner undergoes for recall and learning. The depth of processing idea is similar to that which has been advocated for teaching syntax (VanPatten 1996) and vocabulary (Laufer & Hulstijn 2001) ...
... cognitive processing that new input to the learner undergoes for recall and learning. The depth of processing idea is similar to that which has been advocated for teaching syntax (VanPatten 1996) and vocabulary (Laufer & Hulstijn 2001) ...
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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