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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Social processes include various forms of communication and interaction,
ranging from collaborative dialogue to instructional intervention, with mediation
through negotiation of meaning. (Pica 1997:56) Although Pica was writing about
SLA ...
Social processes include various forms of communication and interaction,
ranging from collaborative dialogue to instructional intervention, with mediation
through negotiation of meaning. (Pica 1997:56) Although Pica was writing about
SLA ...
˹éÒ
... an army of invasion negotiating with local and regional actors whose loyalties
did not always conform to simple national lines. from the perspective Essentially,
many people were discovered to be living a life that they believed was Christian,
...
... an army of invasion negotiating with local and regional actors whose loyalties
did not always conform to simple national lines. from the perspective Essentially,
many people were discovered to be living a life that they believed was Christian,
...
˹éÒ
[L]earners who are allowed to negotiate interaction while listening to the target
language have a higher probability of comprehending what they hear – a point
with important classroom implications” (Loschky 1994:319). It seems that ...
[L]earners who are allowed to negotiate interaction while listening to the target
language have a higher probability of comprehending what they hear – a point
with important classroom implications” (Loschky 1994:319). It seems that ...
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Table 2.2 Benefits of three types of interaction from three perspectives Prompting
Inter- between people Negotiation atof meaning tention to language between
person and computer Prompting attention to language Intra- within the person's ...
Table 2.2 Benefits of three types of interaction from three perspectives Prompting
Inter- between people Negotiation atof meaning tention to language between
person and computer Prompting attention to language Intra- within the person's ...
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Interpersonal communication The benefits to be obtained through interaction
among learners from the three theoretical perspectives are negotiation of
meaning, co-constructing meaning, and prompting learners' attention to form.
Researchers ...
Interpersonal communication The benefits to be obtained through interaction
among learners from the three theoretical perspectives are negotiation of
meaning, co-constructing meaning, and prompting learners' attention to form.
Researchers ...
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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 |