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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Sauro developed two types of tasks based on previous classroom-based
research, and then she investigated the amount of talk that participants engaged
in, and the number of instances of negotiation of meaning. The principles for task
...
Sauro developed two types of tasks based on previous classroom-based
research, and then she investigated the amount of talk that participants engaged
in, and the number of instances of negotiation of meaning. The principles for task
...
˹éÒ
Negotiation of meaning Several studies of learners' use of CMC for
communication tasks have set process-oriented goals ... to negotiate meaning (
Long & Robinson 1998), researchers have been able to set the goal as
negotiation of meaning, ...
Negotiation of meaning Several studies of learners' use of CMC for
communication tasks have set process-oriented goals ... to negotiate meaning (
Long & Robinson 1998), researchers have been able to set the goal as
negotiation of meaning, ...
˹éÒ
Negotiation of meaning The second approach looks for instances of negotiation
of meaning in the language of task participants. The logic of assessing
negotiation of meaning is based on the theory that the L2 is acquired when
learners' ...
Negotiation of meaning The second approach looks for instances of negotiation
of meaning in the language of task participants. The logic of assessing
negotiation of meaning is based on the theory that the L2 is acquired when
learners' ...
˹éÒ
In looking at the shift in features from interactionist to cognitive perspectives, it
was evident that the change in task evaluation from negotiation of meaning to
fluency/accuracy/complexity prompted the changes and additions that Skehan ...
In looking at the shift in features from interactionist to cognitive perspectives, it
was evident that the change in task evaluation from negotiation of meaning to
fluency/accuracy/complexity prompted the changes and additions that Skehan ...
˹éÒ
Such description might lead to negotiation involving names and features of
objects, individuals and contexts. The story task, on the other hand, with its
emphasis on a sequence of events, might lead to negotiation over actions and
experiences, ...
Such description might lead to negotiation involving names and features of
objects, individuals and contexts. The story task, on the other hand, with its
emphasis on a sequence of events, might lead to negotiation over actions and
experiences, ...
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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 |