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. |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 1 - 5 ¨Ò¡ 32
˹éÒ
Analyzing the language of electronic communication, Murray suggests that
participants in a specialized Netspeak register might usefully be thought of as a
speech community, which she defines as “a group of people who share linguistic
and ...
Analyzing the language of electronic communication, Murray suggests that
participants in a specialized Netspeak register might usefully be thought of as a
speech community, which she defines as “a group of people who share linguistic
and ...
˹éÒ
This suggests that the context, which refers to all situational factors that have
been described by linguists as, such as the topics being discussed, the
participants in the language use, and the mode of communication (Halliday &
Hasan 1989) is ...
This suggests that the context, which refers to all situational factors that have
been described by linguists as, such as the topics being discussed, the
participants in the language use, and the mode of communication (Halliday &
Hasan 1989) is ...
˹éÒ
Such abilities are becoming normal and expected as technology disappears: “We
cannot simply choose our tools (i.e., to write longhand, use a typewriter, a word
processor, or e-mail) in order to be literate participants. Instead, the technology ...
Such abilities are becoming normal and expected as technology disappears: “We
cannot simply choose our tools (i.e., to write longhand, use a typewriter, a word
processor, or e-mail) in order to be literate participants. Instead, the technology ...
˹éÒ
Participants Familiar Familiar and unfamiliar language users with varying
classmates levels of proficiency Mode Oral ... Participants in these activities are
not limited to familiar classmates, but also involve unfamiliar ones in other
countries.
Participants Familiar Familiar and unfamiliar language users with varying
classmates levels of proficiency Mode Oral ... Participants in these activities are
not limited to familiar classmates, but also involve unfamiliar ones in other
countries.
˹éÒ
These types of Internet software extend computer-assisted discussion beyond the
time, location – and even the participants – of one classroom. Teachers can also
develop tasks requiring students to communicate by posting, or “publishing” ...
These types of Internet software extend computer-assisted discussion beyond the
time, location – and even the participants – of one classroom. Teachers can also
develop tasks requiring students to communicate by posting, or “publishing” ...
¤ÇÒÁ¤Ô´àË繨ҡ¼ÙéÍ×è¹ - à¢Õ¹º·ÇÔ¨Òóì
àÃÒäÁ辺º·ÇÔ¨Òóìã´æ ã¹áËÅ觢éÍÁÙÅ·ÑèÇä»
©ºÑºÍ×è¹æ - ´Ù·Ñé§ËÁ´
¤ÓáÅÐÇÅÕ·Õ辺ºèÍÂ
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
ºÃóҹءÃÁ
| 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 |