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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... mental voice input Basic types of interactions Interaction hypothesis
Sociocultural theory Depth of processing theory Co- constructing meaning focus
is on interaction as one means of helping the learner to engage in deep mental
processing ...
... mental voice input Basic types of interactions Interaction hypothesis
Sociocultural theory Depth of processing theory Co- constructing meaning focus
is on interaction as one means of helping the learner to engage in deep mental
processing ...
˹éÒ
The data documented that the learner actually engaged in modified interactions
and received the modified input, ... extent to which the learners actually engage
in the interactions and thereby availing themselves of the possibility of benefiting.
The data documented that the learner actually engaged in modified interactions
and received the modified input, ... extent to which the learners actually engage
in the interactions and thereby availing themselves of the possibility of benefiting.
˹éÒ
The second issue, whether the learners choose to engage in the interactions, is
critical. The research that has compared more vs. less interaction in CALL tends
to support the value of interaction (Plass, Chun, Mayer, & Leutner 1998:30), but ...
The second issue, whether the learners choose to engage in the interactions, is
critical. The research that has compared more vs. less interaction in CALL tends
to support the value of interaction (Plass, Chun, Mayer, & Leutner 1998:30), but ...
˹éÒ
This perspective adds a pragmatic dimension to HCI that opens the possibility for
comparison with the types of functions that learners can engage in across
different learning environments, including a variety of programs for learner-
computer ...
This perspective adds a pragmatic dimension to HCI that opens the possibility for
comparison with the types of functions that learners can engage in across
different learning environments, including a variety of programs for learner-
computer ...
˹éÒ
These authors claim that the latter processes are worthy goals because such
exchanges provide an opportunity to negotiate understanding, to make explicit
reference to language, and to engage in a context where control is negotiated.
These authors claim that the latter processes are worthy goals because such
exchanges provide an opportunity to negotiate understanding, to make explicit
reference to language, and to engage in a context where control is negotiated.
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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 |