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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... data 101 Description 102 Interaction analysis 103 Discourse analysis 105
Conversation analysis 106 Issues in description 107 Use of description 109
Interpretation 111 Inferences about capacities 113 Inferences about tasks 115
Inferences ...
... data 101 Description 102 Interaction analysis 103 Discourse analysis 105
Conversation analysis 106 Issues in description 107 Use of description 109
Interpretation 111 Inferences about capacities 113 Inferences about tasks 115
Inferences ...
˹éÒ
Processes such as learners' choices of Web pages, selection of help, and on-line
conversations are readily evident in the data that researchers can gather as
learners work on CALL tasks. A number of studies have examined such data, but
...
Processes such as learners' choices of Web pages, selection of help, and on-line
conversations are readily evident in the data that researchers can gather as
learners work on CALL tasks. A number of studies have examined such data, but
...
˹éÒ
Related to language, for example, the best known accomplishment was a
computer program that could carry on a coherent written “conversation” with a
human as long as the human referred to objects within a particular domain (
Winograd ...
Related to language, for example, the best known accomplishment was a
computer program that could carry on a coherent written “conversation” with a
human as long as the human referred to objects within a particular domain (
Winograd ...
˹éÒ
Even in courses targeting “general” communication skills, however, particular
conversations, written texts, and lectures ... to choose a conversation between an
ostrich rancher and a veterinarian in which the veterinarian is giving instructions
...
Even in courses targeting “general” communication skills, however, particular
conversations, written texts, and lectures ... to choose a conversation between an
ostrich rancher and a veterinarian in which the veterinarian is giving instructions
...
˹éÒ
... for example, Crystal suggests that identifying the typical generic choices for the
e-mail message or chatroom conversation would be much more difficult.
Salaberry (2000) works toward an analysis that might ultimately help to
systematize and ...
... for example, Crystal suggests that identifying the typical generic choices for the
e-mail message or chatroom conversation would be much more difficult.
Salaberry (2000) works toward an analysis that might ultimately help to
systematize and ...
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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 |