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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In this sense, their message resonates with that of the critical analyst. The critical
analyst's perspective Unlike the technologist or social pragmatist, the critical
analyst does not accept the idea that the development and use of technology ...
In this sense, their message resonates with that of the critical analyst. The critical
analyst's perspective Unlike the technologist or social pragmatist, the critical
analyst does not accept the idea that the development and use of technology ...
˹éÒ
The critical perspectives represented by Franklin and Bowers recognize
themselves as a minority voice against the “technological euphoria and the
authoritative tone” (Bowers 2000:4) of the technologists who take “for granted the
Western ...
The critical perspectives represented by Franklin and Bowers recognize
themselves as a minority voice against the “technological euphoria and the
authoritative tone” (Bowers 2000:4) of the technologists who take “for granted the
Western ...
˹éÒ
English language teachers The perspectives of the technologist, social scientist,
and critical analyst offer teachers food for thought about their roles in the
changing world of technology. Some members of the profession have adopted
the ...
English language teachers The perspectives of the technologist, social scientist,
and critical analyst offer teachers food for thought about their roles in the
changing world of technology. Some members of the profession have adopted
the ...
˹éÒ
... and assessment. Critical analysis Throughout the evolution of research
methods in applied linguistics, technology has been used (e.g., for analyzing
statistical andlinguistic data, or recording field observations), but it has been all
but ...
... and assessment. Critical analysis Throughout the evolution of research
methods in applied linguistics, technology has been used (e.g., for analyzing
statistical andlinguistic data, or recording field observations), but it has been all
but ...
˹éÒ
Task Learner's Capacities Characteristics Process Data Critical discourse
analysis Another type of inference falls outside the learner-task conceptualization
. Inferences about influences outside the classroom are made by researchers
who ...
Task Learner's Capacities Characteristics Process Data Critical discourse
analysis Another type of inference falls outside the learner-task conceptualization
. Inferences about influences outside the classroom are made by researchers
who ...
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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 |