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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As illustrated in Figure 1.1, together these three perspectives suggest the need
for a critical, technologically-informed pragmatism to help professionals in
applied linguistics navigate the complex environment. The technologist's vision
Futurists ...
As illustrated in Figure 1.1, together these three perspectives suggest the need
for a critical, technologically-informed pragmatism to help professionals in
applied linguistics navigate the complex environment. The technologist's vision
Futurists ...
˹éÒ
... to read and respond to each other's messages discussing a story that they
have read, as illustrated in Figure 1.2, which shows one learner's text partially
typed in the bottom frame and the dialogue that has been constructed so far on
the top.
... to read and respond to each other's messages discussing a story that they
have read, as illustrated in Figure 1.2, which shows one learner's text partially
typed in the bottom frame and the dialogue that has been constructed so far on
the top.
˹éÒ
There are two types of linking-related tags illustrated. One is the type that
encloses each idiom. For example, the idiom “foot the bill” is enclosed by the tag
<A HREF=“defwt10.html”>...</A>, which means that “foot the bill” should appear
in the ...
There are two types of linking-related tags illustrated. One is the type that
encloses each idiom. For example, the idiom “foot the bill” is enclosed by the tag
<A HREF=“defwt10.html”>...</A>, which means that “foot the bill” should appear
in the ...
˹éÒ
... navigating the Bermuda triangle between classroom teaching, materials and
CALL illustrated in Figure 2.1. She points out that a relationship exists ...with
respect to their mutual interests in the cognitive and social processes of L2
learning.
... navigating the Bermuda triangle between classroom teaching, materials and
CALL illustrated in Figure 2.1. She points out that a relationship exists ...with
respect to their mutual interests in the cognitive and social processes of L2
learning.
˹éÒ
For example, the two screens illustrated in Figure 2.4 are designed to prompt the
learner to repeat the vocabulary three times: (1) read it in the passage, (2) listen
to it, and (3) read it in the question. Several studies of CALL have suggested that
...
For example, the two screens illustrated in Figure 2.4 are designed to prompt the
learner to repeat the vocabulary three times: (1) read it in the passage, (2) listen
to it, and (3) read it in the question. Several studies of CALL have suggested that
...
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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 |