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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Enhanced input A central concept in cognitive approaches to SLA is that learners
have the opportunity to acquire features of the linguistic input that they are
exposed to during the course of reading or listening for meaning. Moreover, the ...
Enhanced input A central concept in cognitive approaches to SLA is that learners
have the opportunity to acquire features of the linguistic input that they are
exposed to during the course of reading or listening for meaning. Moreover, the ...
˹éÒ
Input salience Linguistic input can become salient for a learner for many reasons.
For example, when I read French, I notice the expression s'agit because I know
that I do not understand exactly how to use it, ennuyeux because I know exactly ...
Input salience Linguistic input can become salient for a learner for many reasons.
For example, when I read French, I notice the expression s'agit because I know
that I do not understand exactly how to use it, ennuyeux because I know exactly ...
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These findings, along with the rationale that learners need to be exposed to the
more elaborated language, offer compelling evidence that English teaching
materials should offer input elaboration. This research and the theory behind it ...
These findings, along with the rationale that learners need to be exposed to the
more elaborated language, offer compelling evidence that English teaching
materials should offer input elaboration. This research and the theory behind it ...
˹éÒ
Third, enhancement should be offered interactively. An important finding is
summarized in a study comparing different forms of modified input in a listening
text. “... [L]earners who are allowed to negotiate interaction while listening to the
target ...
Third, enhancement should be offered interactively. An important finding is
summarized in a study comparing different forms of modified input in a listening
text. “... [L]earners who are allowed to negotiate interaction while listening to the
target ...
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... en- Obtaining hanced input help for using language Attending to Stimulating
Cognitive linguistic internal processing of form mental voice input Basic types of
interactions Interaction hypothesis Sociocultural theory Depth of processing
theory ...
... en- Obtaining hanced input help for using language Attending to Stimulating
Cognitive linguistic internal processing of form mental voice input Basic types of
interactions Interaction hypothesis Sociocultural theory Depth of processing
theory ...
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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 |