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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... the learners were expected to engage in. The telecollaborative projects were
intended to provide good opportunities for extended meaning-based interaction
with a native speaker of English for the Germans and German for the Americans.
... the learners were expected to engage in. The telecollaborative projects were
intended to provide good opportunities for extended meaning-based interaction
with a native speaker of English for the Germans and German for the Americans.
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She suggested an approach for assessing learners' strategic discourse
management, which is intended to provide evidence for “level of thinking” (p. 155
) through a coding system that awards points to speech acts in the learner's text if
they ...
She suggested an approach for assessing learners' strategic discourse
management, which is intended to provide evidence for “level of thinking” (p. 155
) through a coding system that awards points to speech acts in the learner's text if
they ...
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This view of influences on tasks suggests that the task might best be theorized as
a three-part process consisting of a pre-task activity intended to set up the
cognitive conditions for the focal task, the task of interest, and a post-task activity
also ...
This view of influences on tasks suggests that the task might best be theorized as
a three-part process consisting of a pre-task activity intended to set up the
cognitive conditions for the focal task, the task of interest, and a post-task activity
also ...
˹éÒ
Construct definition The first two issues, decisions about degree of learner choice
during test-taking and scoring constructed responses, rest on the test developers'
precise definition of what the test is intended to measure. These problems ...
Construct definition The first two issues, decisions about degree of learner choice
during test-taking and scoring constructed responses, rest on the test developers'
precise definition of what the test is intended to measure. These problems ...
˹éÒ
This process of constructing an efficient copy of human rating can be completed
without questioning what the test is intended to measure. Therefore, throughout
the process the test developer remains blind to the questions about how the
detail ...
This process of constructing an efficient copy of human rating can be completed
without questioning what the test is intended to measure. Therefore, throughout
the process the test developer remains blind to the questions about how the
detail ...
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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