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. |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 1 - 5 ¨Ò¡ 47
˹éÒ
Such technologies, again focusing on language, include the software within word
processing programs that identify words written in English, underline in red
unrecognized words, and correct misspellings automatically as the user types.
Such technologies, again focusing on language, include the software within word
processing programs that identify words written in English, underline in red
unrecognized words, and correct misspellings automatically as the user types.
˹éÒ
The epic adventure of identifying the problem, and then finding a solution will
draw empathy from any one who uses a computer: It consists of many days of
computer crashes and repeated explanations to different people without
achieving ...
The epic adventure of identifying the problem, and then finding a solution will
draw empathy from any one who uses a computer: It consists of many days of
computer crashes and repeated explanations to different people without
achieving ...
˹éÒ
Through his exploration of the linguistic features traditionally used to identify a
linguistic variety, Crystal helps to describe the varieties of Netspeak in use in
each of these Internet situations, i.e., the graphical, lexical, syntactic, and
discourse ...
Through his exploration of the linguistic features traditionally used to identify a
linguistic variety, Crystal helps to describe the varieties of Netspeak in use in
each of these Internet situations, i.e., the graphical, lexical, syntactic, and
discourse ...
˹éÒ
In other words, whereas English teachers can teach the generic conventions and
typical register choices of the business letter, the face-to-face service encounter,
and the weather report, for example, Crystal suggests that identifying the typical ...
In other words, whereas English teachers can teach the generic conventions and
typical register choices of the business letter, the face-to-face service encounter,
and the weather report, for example, Crystal suggests that identifying the typical ...
˹éÒ
... acquisition theory (e.g., N. Ellis 2001; Skehan 1998) and teaching
methodology (e.g., Lewis 2000), but corpus linguistics provides the essential
methodology for identifying lexical combinations that are actually used and with
what frequency.
... acquisition theory (e.g., N. Ellis 2001; Skehan 1998) and teaching
methodology (e.g., Lewis 2000), but corpus linguistics provides the essential
methodology for identifying lexical combinations that are actually used and with
what frequency.
¤ÇÒÁ¤Ô´àË繨ҡ¼ÙéÍ×è¹ - à¢Õ¹º·ÇÔ¨Òóì
àÃÒäÁ辺º·ÇÔ¨Òóìã´æ ã¹áËÅ觢éÍÁÙÅ·ÑèÇä»
©ºÑºÍ×è¹æ - ´Ù·Ñé§ËÁ´
¤ÓáÅÐÇÅÕ·Õ辺ºèÍÂ
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
ºÃóҹءÃÁ
| 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 |