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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These results are consistent with those of Doughty (1991) who found that
highlighting relative clauses in written text for ESL learners helped them acquire
the forms; the learners also had access to explanations of the relative clauses. In
view of ...
These results are consistent with those of Doughty (1991) who found that
highlighting relative clauses in written text for ESL learners helped them acquire
the forms; the learners also had access to explanations of the relative clauses. In
view of ...
˹éÒ
Consistent with the aims of discourse analysis, Chun (1994) investigated the
functions used by first-year German ... Focusing on learners' use of syntax, Kern (
1995) noted students' lack of concern for correctness, consistent with what had ...
Consistent with the aims of discourse analysis, Chun (1994) investigated the
functions used by first-year German ... Focusing on learners' use of syntax, Kern (
1995) noted students' lack of concern for correctness, consistent with what had ...
˹éÒ
Todd (1998) argues that the content of the discourse is equally important
because content influences how discourse is used in the classroom, affecting, in
particular, the consistency of the discourse. He suggests that “consistently
structured ...
Todd (1998) argues that the content of the discourse is equally important
because content influences how discourse is used in the classroom, affecting, in
particular, the consistency of the discourse. He suggests that “consistently
structured ...
˹éÒ
Results were consistent with those from research on face-to-face tasks – the
jigsaw tasks resulted in the most negotiation of meaning. This finding on its own
is interesting because it is consistent with that of the previous research. Moreover
...
Results were consistent with those from research on face-to-face tasks – the
jigsaw tasks resulted in the most negotiation of meaning. This finding on its own
is interesting because it is consistent with that of the previous research. Moreover
...
˹éÒ
As Brown (1997) explained, a computer-adaptive test uses a delivery algorithm
for selecting items on the basis of an examinee's prior performance, and for
terminating when examinees have consistently answered items correctly within a
...
As Brown (1997) explained, a computer-adaptive test uses a delivery algorithm
for selecting items on the basis of an examinee's prior performance, and for
terminating when examinees have consistently answered items correctly within a
...
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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 |