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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... 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
...
˹éÒ
A study conducted with paper materials helps to illustrate the issues. Watanabe ...
One can identify a number of areas in which language can be simplified, as
illustrated in Figure Original text: To tan or not to tan Two researchers. Figure 2.8
...
A study conducted with paper materials helps to illustrate the issues. Watanabe ...
One can identify a number of areas in which language can be simplified, as
illustrated in Figure Original text: To tan or not to tan Two researchers. Figure 2.8
...
˹éÒ
use the notion illustrated in Figure 4.1, which shows the three examples, Text 1,
Text 2, and Text 3, each as a left to right sequence of moves. Both the notations
given in the original texts and the sequence notation as they are used in the ...
use the notion illustrated in Figure 4.1, which shows the three examples, Text 1,
Text 2, and Text 3, each as a left to right sequence of moves. Both the notations
given in the original texts and the sequence notation as they are used in the ...
˹éÒ
It illustrated the ways in which the study of technologymediated tasks ... These
three advances were intended to illustrate the benefits to be gained by
conceptualizing technologymediated learning through the constructs and
methods of applied ...
It illustrated the ways in which the study of technologymediated tasks ... These
three advances were intended to illustrate the benefits to be gained by
conceptualizing technologymediated learning through the constructs and
methods of applied ...
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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 |