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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... concerning technology-related issues remain exactly the same. How does technology intersect with language teaching practices in ways that benefit learning? How can research on second language acquisition help to inform the design of ...
... concerning technology-related issues remain exactly the same. How does technology intersect with language teaching practices in ways that benefit learning? How can research on second language acquisition help to inform the design of ...
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... concerning links of grammar to register, lexis, and pragmatic choices have been important for changing the profession's view of grammar and how it should be taught. Changes in perspectives on grammar and in who can offer authoritative ...
... concerning links of grammar to register, lexis, and pragmatic choices have been important for changing the profession's view of grammar and how it should be taught. Changes in perspectives on grammar and in who can offer authoritative ...
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... concerning learners' language. To make use of these resources, teachers need to know how. ogy for language assessment practices (e.g., Burstein, Frase, Ginther, & Grant 1996); Chapter 6 will suggest how technology is prompting ...
... concerning learners' language. To make use of these resources, teachers need to know how. ogy for language assessment practices (e.g., Burstein, Frase, Ginther, & Grant 1996); Chapter 6 will suggest how technology is prompting ...
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... concerning global English in the next century are equally apropos to the question about technology: “it demands a more complicated answer than those who ask probably desire” (p. 26). Research methods Over the history of the discipline ...
... concerning global English in the next century are equally apropos to the question about technology: “it demands a more complicated answer than those who ask probably desire” (p. 26). Research methods Over the history of the discipline ...
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... concerning how CALL tasks might promote second language learning, are the cognitive and social processes through which learners acquire a second language, as illustrated in Figure 2.2. Focusing on cognitive and social processes of ...
... concerning how CALL tasks might promote second language learning, are the cognitive and social processes through which learners acquire a second language, as illustrated in Figure 2.2. Focusing on cognitive and social processes of ...
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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