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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Chapter 6 Advancing applied linguistics: Assessment The tunnel of efficiency 151
The panorama of theory 153 Construct definition 153 Validation 156 Probing
construct definition 157 The test design-construct connection 158 The test ...
Chapter 6 Advancing applied linguistics: Assessment The tunnel of efficiency 151
The panorama of theory 153 Construct definition 153 Validation 156 Probing
construct definition 157 The test design-construct connection 158 The test ...
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... (e.g., demassification) that add to the futuristic tone of the discourse, but they
also construct their message with such positive and progressive language so as
to cast those who question the message in a negative and retrogressive light.
... (e.g., demassification) that add to the futuristic tone of the discourse, but they
also construct their message with such positive and progressive language so as
to cast those who question the message in a negative and retrogressive light.
˹éÒ
... three familiar and important constructs in English language teaching:
motivation, registers of language use, and communicative language ability.
Motivation for English use with peers Twenty years ago the computer lab was a
place for peers ...
... three familiar and important constructs in English language teaching:
motivation, registers of language use, and communicative language ability.
Motivation for English use with peers Twenty years ago the computer lab was a
place for peers ...
˹éÒ
Language teachers plan their instruction with the goal of increasing learners'
communicative language ability, but precisely what the construct means depends
on the situations in which the learners will use English in the future. The clearest
...
Language teachers plan their instruction with the goal of increasing learners'
communicative language ability, but precisely what the construct means depends
on the situations in which the learners will use English in the future. The clearest
...
˹éÒ
... different way of communicating, he further argues that language users have to “
acquire the rules (of how to communicate via e-mail, of how to talk in chatgroups,
of how to construct an effective Web page, of how to socialize in fantasy roles).
... different way of communicating, he further argues that language users have to “
acquire the rules (of how to communicate via e-mail, of how to talk in chatgroups,
of how to construct an effective Web page, of how to socialize in fantasy roles).
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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 |