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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... the university's server as the file that called it, so there was no need for
additional locating information, but links can be made to files in other locations as
well with the same syntax but with the complete Web address of the desired
location.
... the university's server as the file that called it, so there was no need for
additional locating information, but links can be made to files in other locations as
well with the same syntax but with the complete Web address of the desired
location.
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... which the teacher does not have complete control (Belz 2001). Learner-
computer interaction The discussion of enhanced input above began to look at
how learners obtain enhanced input, how they obtain help for using language,
and how ...
... which the teacher does not have complete control (Belz 2001). Learner-
computer interaction The discussion of enhanced input above began to look at
how learners obtain enhanced input, how they obtain help for using language,
and how ...
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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
Communication tasks The second study investigated the use of voice chat for
tasks that learners could complete with native or proficient English speakers at a
remote location (Sauro 2001). Sauro developed two types of tasks based on ...
Communication tasks The second study investigated the use of voice chat for
tasks that learners could complete with native or proficient English speakers at a
remote location (Sauro 2001). Sauro developed two types of tasks based on ...
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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 |