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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The social pragmatist's vision Brown and Duguid (2000) revise the technologist's
picture of the future with anecdotes of how the technological possibilities line up
against their real experience in working with information and communication ...
The social pragmatist's vision Brown and Duguid (2000) revise the technologist's
picture of the future with anecdotes of how the technological possibilities line up
against their real experience in working with information and communication ...
˹éÒ
At the same time, teachers and researchers should remain skeptical of the
precise predictions made within the technologist's “tunnel vision” (Brown &
Duguid 2000:1), and should carefully analyze real options in view of the
experience of ...
At the same time, teachers and researchers should remain skeptical of the
precise predictions made within the technologist's “tunnel vision” (Brown &
Duguid 2000:1), and should carefully analyze real options in view of the
experience of ...
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... researchers in technology use and normal human should carefully analyze life
style. working practices act their real options in view as constraints affecting of the
experience of others technology use. and their own context and experience.
... researchers in technology use and normal human should carefully analyze life
style. working practices act their real options in view as constraints affecting of the
experience of others technology use. and their own context and experience.
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These three observations were my personal discovery and experience of three
familiar and important constructs in English language teaching: motivation,
registers of language use, and communicative language ability. Motivation for
English ...
These three observations were my personal discovery and experience of three
familiar and important constructs in English language teaching: motivation,
registers of language use, and communicative language ability. Motivation for
English ...
˹éÒ
The implication of this analysis better resonates with my personal experience
using labspeak in my second language, ... the most satisfying uses of French that
I have experienced because with a limited vocabulary, moderate pronunciation, ...
The implication of this analysis better resonates with my personal experience
using labspeak in my second language, ... the most satisfying uses of French that
I have experienced because with a limited vocabulary, moderate pronunciation, ...
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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