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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They've proven that when you actually show people what ultraviolet (UV)
radiation is doing to skin, they have a surprisingly high tendency to settle for the
pastier look. specialize Two researchers in the psychology of health say they've
found a ...
They've proven that when you actually show people what ultraviolet (UV)
radiation is doing to skin, they have a surprisingly high tendency to settle for the
pastier look. specialize Two researchers in the psychology of health say they've
found a ...
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All three types look at learners' performance during or after the CALL activity (or
both), but they differ in the variable they look at to explain performance. In the first
set, an aspect of the software was hypothesized to be responsible. The second ...
All three types look at learners' performance during or after the CALL activity (or
both), but they differ in the variable they look at to explain performance. In the first
set, an aspect of the software was hypothesized to be responsible. The second ...
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These three examples look relatively simple, in part because they are so short.
With the exception of the third, they look like the types of texts that classroom
researchers have been working with for many years. However, important
differences ...
These three examples look relatively simple, in part because they are so short.
With the exception of the third, they look like the types of texts that classroom
researchers have been working with for many years. However, important
differences ...
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Because coherence is developed through question-answer pairs that may be
separated by turns containing other topics, language users must look for signals
of these question-answer pairs across several turns. Such comparative analyses
...
Because coherence is developed through question-answer pairs that may be
separated by turns containing other topics, language users must look for signals
of these question-answer pairs across several turns. Such comparative analyses
...
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... worried about tunnel vision: “The way forward is paradoxically to look not
ahead, but to look around” (Brown & Duguid 2000:8). Conclusion Fruitful
investigation of all three of these areas requires the researcher to step back from
the obvious, ...
... worried about tunnel vision: “The way forward is paradoxically to look not
ahead, but to look around” (Brown & Duguid 2000:8). Conclusion Fruitful
investigation of all three of these areas requires the researcher to step back from
the obvious, ...
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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 |