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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... but the question for pedagogy of course is how to prompt learners to engage in
the interactions that are offered by the task. This has to be answered in view of
the complete task rather than simply a decontextualized provision for interaction.
... but the question for pedagogy of course is how to prompt learners to engage in
the interactions that are offered by the task. This has to be answered in view of
the complete task rather than simply a decontextualized provision for interaction.
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Participating in telecollaboration A third study examined learners' participation in
classes linked between the United States and Germany, in which students were
matched to complete several phases of projects (Belz 2001). Through the use of
...
Participating in telecollaboration A third study examined learners' participation in
classes linked between the United States and Germany, in which students were
matched to complete several phases of projects (Belz 2001). Through the use of
...
˹éÒ
A second example comes from the study by Pellettieri (2000), which was
mentioned in Chapter 2. She designed L2 tasks for learners of Spanish to
complete through a chat room in which written language was the only mode of
communication.
A second example comes from the study by Pellettieri (2000), which was
mentioned in Chapter 2. She designed L2 tasks for learners of Spanish to
complete through a chat room in which written language was the only mode of
communication.
˹éÒ
Relationships relative to information: interactant roles, interactant relationship is it
to complete the task and do it correctly? How will the learners' participation be
evaluated? stress: stakes Topics and actions The first aspect of the task is
defined ...
Relationships relative to information: interactant roles, interactant relationship is it
to complete the task and do it correctly? How will the learners' participation be
evaluated? stress: stakes Topics and actions The first aspect of the task is
defined ...
˹éÒ
Moreover, a complete set of task features allows developers of assessment tasks
to see new possibilities for tasks, so the features serve as a kind of conceptual
toolbox for task development (Bachman 1990). Another use for the features, in
the ...
Moreover, a complete set of task features allows developers of assessment tasks
to see new possibilities for tasks, so the features serve as a kind of conceptual
toolbox for task development (Bachman 1990). Another use for the features, in
the ...
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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 |