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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In contrast, other related areas, such as psychology and linguistics, have
engaged in research intended to use technology to help expand and strengthen
theoretical understanding. The final two chapters sketch the directions in which ...
In contrast, other related areas, such as psychology and linguistics, have
engaged in research intended to use technology to help expand and strengthen
theoretical understanding. The final two chapters sketch the directions in which ...
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Their critique is intended as a moderating voice in what they see as the under-
informed and misguided discourse on technology. In this sense, their message
resonates with that of the critical analyst. The critical analyst's perspective Unlike
the ...
Their critique is intended as a moderating voice in what they see as the under-
informed and misguided discourse on technology. In this sense, their message
resonates with that of the critical analyst. The critical analyst's perspective Unlike
the ...
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He accepted the assignment and had him over a crossed his up his The
company, of course, intended to bill for the trip. They also took care of most of the
details of the move. This left Dan with one major arrangement to make: He had to
figure ...
He accepted the assignment and had him over a crossed his up his The
company, of course, intended to bill for the trip. They also took care of most of the
details of the move. This left Dan with one major arrangement to make: He had to
figure ...
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Based on the finding that some of the predicted errors (e.g., problems were
existed) occurred frequently in the corpus, the researchers designed CALL
materials intended to address these specific errors. Learner-learner interactions
through ...
Based on the finding that some of the predicted errors (e.g., problems were
existed) occurred frequently in the corpus, the researchers designed CALL
materials intended to address these specific errors. Learner-learner interactions
through ...
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Such enhancements of the linguistic input are intended to transform the language
that the learner reads or hears into a potential language lesson. Table 2.1 Types
of enhanced input expected to be beneficial to learners Input Enhancement ...
Such enhancements of the linguistic input are intended to transform the language
that the learner reads or hears into a potential language lesson. Table 2.1 Types
of enhanced input expected to be beneficial to learners Input Enhancement ...
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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 |