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. |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 1 - 5 ¨Ò¡ 5
˹éÒ
understand the relationship between CALL and research on classroom
interaction (e.g., Harrington & Levy 2001; Salaberry 1999). The meanings of
interaction obviously need to be clarified or at least explored if this construct is to
be useful for ...
understand the relationship between CALL and research on classroom
interaction (e.g., Harrington & Levy 2001; Salaberry 1999). The meanings of
interaction obviously need to be clarified or at least explored if this construct is to
be useful for ...
˹éÒ
Table 2.2 Benefits of three types of interaction from three perspectives Prompting
Inter- between people Negotiation atof ... linguistic internal processing of form
mental voice input Basic types of interactions Interaction hypothesis Sociocultural
...
Table 2.2 Benefits of three types of interaction from three perspectives Prompting
Inter- between people Negotiation atof ... linguistic internal processing of form
mental voice input Basic types of interactions Interaction hypothesis Sociocultural
...
˹éÒ
ble 2.4 illustrates the types of interactions that occurred in an activity in which the
learner listened to a story delivered by the computer. The normal interaction in
this case was for the learners to continue through the story by clicking on
continue ...
ble 2.4 illustrates the types of interactions that occurred in an activity in which the
learner listened to a story delivered by the computer. The normal interaction in
this case was for the learners to continue through the story by clicking on
continue ...
˹éÒ
Table 2.4 Learner-computer interactions in a listening comprehension activity
Participant Language and Behavior ... The research that has compared more vs.
less interaction in CALL tends to support the value of interaction (Plass, Chun, ...
Table 2.4 Learner-computer interactions in a listening comprehension activity
Participant Language and Behavior ... The research that has compared more vs.
less interaction in CALL tends to support the value of interaction (Plass, Chun, ...
˹éÒ
Interaction analysis Interaction analysis is used to document the particular moves
that the learner makes while working with technology. This perspective is
consistent with the classroom research tradition described by Chaudron (1988)
who ...
Interaction analysis Interaction analysis is used to document the particular moves
that the learner makes while working with technology. This perspective is
consistent with the classroom research tradition described by Chaudron (1988)
who ...
¤ÇÒÁ¤Ô´àË繨ҡ¼ÙéÍ×è¹ - à¢Õ¹º·ÇÔ¨Òóì
àÃÒäÁ辺º·ÇÔ¨Òóìã´æ ã¹áËÅè§¢éÍÁÙÅ·ÑèÇä»
©ºÑºÍ×è¹æ - ´Ù·Ñé§ËÁ´
¤ÓáÅÐÇÅÕ·Õ辺ºèÍÂ
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