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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ods through corpus linguistics, which has changed how grammar is studied as
well as who can conduct research on English grammar. Corpus linguists study
language in electronically stored texts through the use of computer programs that
...
ods through corpus linguistics, which has changed how grammar is studied as
well as who can conduct research on English grammar. Corpus linguists study
language in electronically stored texts through the use of computer programs that
...
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For the example above, thatcomplements are more frequently used with say. So,
what do we want to teach, considering that most time, students will come across
and need to use thatcomplements? The link between grammar and vocabulary ...
For the example above, thatcomplements are more frequently used with say. So,
what do we want to teach, considering that most time, students will come across
and need to use thatcomplements? The link between grammar and vocabulary ...
˹éÒ
The learners, working in a written chat environment to compose short utterances,
were sometimes observed composing a contribution to the discussion, and then
stopping to reread it, and correcting the grammar before sending it.
The learners, working in a written chat environment to compose short utterances,
were sometimes observed composing a contribution to the discussion, and then
stopping to reread it, and correcting the grammar before sending it.
˹éÒ
the results of the process include students who can use the feedback of the
grammar checker to notice the errors in their comprehensible linguistic output
and make corrections, the exploration was well worth the time spent. Results with
...
the results of the process include students who can use the feedback of the
grammar checker to notice the errors in their comprehensible linguistic output
and make corrections, the exploration was well worth the time spent. Results with
...
˹éÒ
248–274). Norwood, NJ: Ablex. Martin, J. R., Matthiessen, C., & Painter, C. (1997)
. Working with functional grammar. London: Arnold. McNamara, T. (1996).
Measuring second language performance. London: Longman. Meara, P. (1978).
248–274). Norwood, NJ: Ablex. Martin, J. R., Matthiessen, C., & Painter, C. (1997)
. Working with functional grammar. London: Arnold. McNamara, T. (1996).
Measuring second language performance. London: Longman. Meara, P. (1978).
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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 |