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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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
The interaction hypothesis derives from the study of face-to-face conversation
and the psycholinguistic benefits it affords learners by directing their attention to
language, particularly during communication breakdowns (Hatch 1978; Long
1996; ...
The interaction hypothesis derives from the study of face-to-face conversation
and the psycholinguistic benefits it affords learners by directing their attention to
language, particularly during communication breakdowns (Hatch 1978; Long
1996; ...
˹éÒ
Conversation analysis Interactive written discourse has also been investigated
from the descriptive perspective of conversation analysis. Unlike the umbrella
term of discourse analysis, conversation analysis refers to a relatively well-
defined ...
Conversation analysis Interactive written discourse has also been investigated
from the descriptive perspective of conversation analysis. Unlike the umbrella
term of discourse analysis, conversation analysis refers to a relatively well-
defined ...
˹éÒ
For example, Negretti (1999) used a conversation analysis because it “allows the
researcher to approach the data without preconceived theories, free to discover,
describe, and analyze the conversation and SLA peculiarities in this context, ...
For example, Negretti (1999) used a conversation analysis because it “allows the
researcher to approach the data without preconceived theories, free to discover,
describe, and analyze the conversation and SLA peculiarities in this context, ...
˹éÒ
They contrast social conversation, which requires little negotiation of meaning or
stretching of competence, with reflective conversation in which learners talk
about the target language and the learning task, thereby obviously focusing their
...
They contrast social conversation, which requires little negotiation of meaning or
stretching of competence, with reflective conversation in which learners talk
about the target language and the learning task, thereby obviously focusing their
...
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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 |