English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technologyJohn Benjamins Publishing, 17 ¸.¤. 2003 - 213 ˹éÒ This 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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... Examination of technology use through these perspectives turns out to amplify and expand the researchers' understanding of issues in applied linguistics. In the final two chapters, I examine two areas central to research in applied ...
... Examination of technology use through these perspectives turns out to amplify and expand the researchers' understanding of issues in applied linguistics. In the final two chapters, I examine two areas central to research in applied ...
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... examination of the technology-related practices associated with language use, but it also affords the opportunity to position oneself with respect to technology within society in general and specifically within language teaching. At ...
... examination of the technology-related practices associated with language use, but it also affords the opportunity to position oneself with respect to technology within society in general and specifically within language teaching. At ...
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... examination of technology alone: The technologist's view “isolates information and informational aspects of life and discounts all else. This makes it blind to other forces at work in society” (p. 31). They illustrate their basic point ...
... examination of technology alone: The technologist's view “isolates information and informational aspects of life and discounts all else. This makes it blind to other forces at work in society” (p. 31). They illustrate their basic point ...
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... examination of the ideas and language that have been contributed by the participants. The teacher can use such a transcript as a springboard for discussion, for monitoring the extent of participation, and evaluating the quality of the ...
... examination of the ideas and language that have been contributed by the participants. The teacher can use such a transcript as a springboard for discussion, for monitoring the extent of participation, and evaluating the quality of the ...
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... examination, CALL seems to prompt the question of whether or not the design of the materials is efficient – i.e., worth the time of both learner and developer. Knowledge about classroom teaching: processes of presentation, interaction ...
... examination, CALL seems to prompt the question of whether or not the design of the materials is efficient – i.e., worth the time of both learner and developer. Knowledge about classroom teaching: processes of presentation, interaction ...
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