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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At large universities, these labs are open seven days a week, fifty-two weeks a
year, and so one can observe at 1:00 am on ... However, ten years ago when I
made the same observation, students sitting in the computer lab at 1:00 am were
...
At large universities, these labs are open seven days a week, fifty-two weeks a
year, and so one can observe at 1:00 am on ... However, ten years ago when I
made the same observation, students sitting in the computer lab at 1:00 am were
...
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(MacWhinney 1995:320–322) This observation was made several years ago by
Brian MacWhinney, a professor of psychology specializing in language
acquisition. He was writing about CALL projects that had applied the most
advanced ...
(MacWhinney 1995:320–322) This observation was made several years ago by
Brian MacWhinney, a professor of psychology specializing in language
acquisition. He was writing about CALL projects that had applied the most
advanced ...
˹éÒ
Again in this study, the fact that the results are based on observation of precisely
what the learners did gives credence to the results, which suggest that help is
good for learners if they use it. Participating in telecollaboration A third study ...
Again in this study, the fact that the results are based on observation of precisely
what the learners did gives credence to the results, which suggest that help is
good for learners if they use it. Participating in telecollaboration A third study ...
˹éÒ
Like the interaction of the language classroom, the interaction analysis of CALL
requires choice of a coding scheme, such as the Communicative Orientation of
Language Teaching observation instrument (Spada & Fröhlich 1995), which was
...
Like the interaction of the language classroom, the interaction analysis of CALL
requires choice of a coding scheme, such as the Communicative Orientation of
Language Teaching observation instrument (Spada & Fröhlich 1995), which was
...
˹éÒ
Observations of learning processes cannot be equated with evidence about
learning outcomes. ... Conclusion This chapter outlined analytic issues that arise
in attempting to move constructively from the observation that one can use
process ...
Observations of learning processes cannot be equated with evidence about
learning outcomes. ... Conclusion This chapter outlined analytic issues that arise
in attempting to move constructively from the observation that one can use
process ...
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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 |