English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technologyJohn Benjamins Publishing, 17 ธ.ค. 2003 - 213 หน้า 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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... considered. This assumption that a case must be made for technology sits uncomfortably with my everyday reality in which using technology has become the unmarked, the normal and natural, way of doing so manythings. To those of us in ...
... considered. This assumption that a case must be made for technology sits uncomfortably with my everyday reality in which using technology has become the unmarked, the normal and natural, way of doing so manythings. To those of us in ...
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... considered unremarkable and unproblematic to most people. Things change. However, as technology becomes the normal and expected means of communication and education, Bruce and Hogan (1998) point out, important changes occur in ...
... considered unremarkable and unproblematic to most people. Things change. However, as technology becomes the normal and expected means of communication and education, Bruce and Hogan (1998) point out, important changes occur in ...
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... considered useful or relevant enough to be retrieved. (Franklin 1999: 144) Part of the critical mission is to expose the origins and bases of ideas that appear on the surface to be the normal or natural way of perceiving technology ...
... considered useful or relevant enough to be retrieved. (Franklin 1999: 144) Part of the critical mission is to expose the origins and bases of ideas that appear on the surface to be the normal or natural way of perceiving technology ...
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... considered the best form of input enhancement but rather that various aspects of language may be suited to different types of modification. In the text in Figure 2.11, for example, it may be that the best enhancement of the first ...
... considered the best form of input enhancement but rather that various aspects of language may be suited to different types of modification. In the text in Figure 2.11, for example, it may be that the best enhancement of the first ...
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... considered the normal interaction in the CALL task, e.g., continuing to read or listen without stopping for help. The most prevalent of these studies investigates vocabulary acquisition through reading tasks which are supported with on ...
... considered the normal interaction in the CALL task, e.g., continuing to read or listen without stopping for help. The most prevalent of these studies investigates vocabulary acquisition through reading tasks which are supported with 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