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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78 General vs. specific knowledge 79 Research methodology 79 Theory-
research links 80 Examples of useful CALL research 81 Focus on software 82
Focus on the learners 85 Focus on the learning task 87 Summary 90 Research
methods ...
78 General vs. specific knowledge 79 Research methodology 79 Theory-
research links 80 Examples of useful CALL research 81 Focus on software 82
Focus on the learners 85 Focus on the learning task 87 Summary 90 Research
methods ...
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Table 3.2 Three approaches to developing useful research questions about
CALL The learner Indicate successful strategies for using software Teachers and
students The task Indicate the best ways to structure learning tasks Teachers
Focus ...
Table 3.2 Three approaches to developing useful research questions about
CALL The learner Indicate successful strategies for using software Teachers and
students The task Indicate the best ways to structure learning tasks Teachers
Focus ...
˹éÒ
Focus on the learners In the second set of examples, researchers focused on
how learners work on software and tasks. The need to focus on what learners
actually do when they participate in CALL tasks is evidentif one considers the
potential ...
Focus on the learners In the second set of examples, researchers focused on
how learners work on software and tasks. The need to focus on what learners
actually do when they participate in CALL tasks is evidentif one considers the
potential ...
˹éÒ
and language use Approach Results Research without any focus on The issues
at the intersection of language and technology are No insights about technology
and language use normal, unremarkable, and not worthy of investigation.
and language use Approach Results Research without any focus on The issues
at the intersection of language and technology are No insights about technology
and language use normal, unremarkable, and not worthy of investigation.
˹éÒ
... Classroom of outcomes comparison from two unanalyzed modes of instruction
Focus on software Need to identify effective instructional strategies Evidence
about differential effects of two instructional design choices Focus on learners
Need ...
... Classroom of outcomes comparison from two unanalyzed modes of instruction
Focus on software Need to identify effective instructional strategies Evidence
about differential effects of two instructional design choices Focus on learners
Need ...
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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 |