English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technologyJohn Benjamins Publishing, 17 ¸.¤. 2003 - 213 ˹éÒ This 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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... learners 85 Focus on the learning task 87 Summary 90 Research methods 90 The role of theory 92 Theory as a resource 92 Theory as a limitation 95 Conclusion 96 65 35 69 Chapter 4 Investigating learners' use of technology Technology ...
... learners 85 Focus on the learning task 87 Summary 90 Research methods 90 The role of theory 92 Theory as a resource 92 Theory as a limitation 95 Conclusion 96 65 35 69 Chapter 4 Investigating learners' use of technology Technology ...
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... learners, and accordingly amplify the importance of English internationally. Because of the linguistic and sociocultural difference between English and other languages, in this volume I have explicitly focused on English. Nevertheless ...
... learners, and accordingly amplify the importance of English internationally. Because of the linguistic and sociocultural difference between English and other languages, in this volume I have explicitly focused on English. Nevertheless ...
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... learners and options for language teaching, assessment, and research. It seems critical to point out these changes explicitly because in many places of the English-speaking world, technology is becoming “invisible.” With technology in ...
... learners and options for language teaching, assessment, and research. It seems critical to point out these changes explicitly because in many places of the English-speaking world, technology is becoming “invisible.” With technology in ...
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... learners use in working on technology-mediated language learning tasks. Processes such as learners' choices of Web pages, selection of help, and on-line conversations are readily evident in the data that researchers can gather as learners ...
... learners use in working on technology-mediated language learning tasks. Processes such as learners' choices of Web pages, selection of help, and on-line conversations are readily evident in the data that researchers can gather as learners ...
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... learners would need communicative competence not only for the events, interlocutors, and media typically covered in language course books (e.g., calling the human travel agent on the phone, asking the salesperson for two bananas) but ...
... learners would need communicative competence not only for the events, interlocutors, and media typically covered in language course books (e.g., calling the human travel agent on the phone, asking the salesperson for two bananas) but ...
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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