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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Evaluating. language. learning. Up to this point, system design has proceeded on
the basis of a series of hunches and ... The only way to evaluate these various
common-sense-based hunches is by detailed evaluation of the instructional ...
Evaluating. language. learning. Up to this point, system design has proceeded on
the basis of a series of hunches and ... The only way to evaluate these various
common-sense-based hunches is by detailed evaluation of the instructional ...
˹éÒ
Evaluation Description and inference-based interpretation form the basis for
much of the existing research that relies on process data. My experience in
working with these data is that they provide one small window on learners'
processes, and ...
Evaluation Description and inference-based interpretation form the basis for
much of the existing research that relies on process data. My experience in
working with these data is that they provide one small window on learners'
processes, and ...
˹éÒ
Evaluation The cognitive perspective includes an evaluation feature as a fourth
category. This would be equally important in the technology conditions, where
evaluation might include both a formal evaluation by the teacher and also by
peers ...
Evaluation The cognitive perspective includes an evaluation feature as a fourth
category. This would be equally important in the technology conditions, where
evaluation might include both a formal evaluation by the teacher and also by
peers ...
˹éÒ
In looking at the shift in features from interactionist to cognitive perspectives, it
was evident that the change in task evaluation from negotiation of meaning to
fluency/accuracy/complexity prompted the changes and additions that Skehan ...
In looking at the shift in features from interactionist to cognitive perspectives, it
was evident that the change in task evaluation from negotiation of meaning to
fluency/accuracy/complexity prompted the changes and additions that Skehan ...
˹éÒ
Revisiting assessment Task theory prompts reconsideration of the methods for
evaluating the learning that takes place in ... In the previous chapter, I discussed
some of the approaches that have been taken so far to evaluation of the process
...
Revisiting assessment Task theory prompts reconsideration of the methods for
evaluating the learning that takes place in ... In the previous chapter, I discussed
some of the approaches that have been taken so far to evaluation of the process
...
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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 |