English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technologyJohn Benjamins Publishing, 17 ¸.¤. 2003 - 213 ˹éÒ This 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¡ 57
˹éÒ
... particular activities attempt to portray them in general, positive terms such as authentic, motivating, and interactive. At one level, such global characterizations may be useful, but as a profession, one would hope we could develop a ...
... particular activities attempt to portray them in general, positive terms such as authentic, motivating, and interactive. At one level, such global characterizations may be useful, but as a profession, one would hope we could develop a ...
˹éÒ
... particular I thank Jeanne Angel, Lyle Bachman, Susan Barduhn, Sergio Calderón, Michael Carrier, Ninette Cartes, Thierry Chanier, Jean Compain, Jozef Colpaert, Phillippe DeCloque, Lise Desmarais, Lise Duquette, Susan Gass, Susan Gonzo ...
... particular I thank Jeanne Angel, Lyle Bachman, Susan Barduhn, Sergio Calderón, Michael Carrier, Ninette Cartes, Thierry Chanier, Jean Compain, Jozef Colpaert, Phillippe DeCloque, Lise Desmarais, Lise Duquette, Susan Gass, Susan Gonzo ...
˹éÒ
... particular, and applied linguistics as a whole. But how does one reflect on something that is invisible? If technology has, as Bruce and Hogan suggest, slipped into the background, it may be necessary to attempt to bring it back into ...
... particular, and applied linguistics as a whole. But how does one reflect on something that is invisible? If technology has, as Bruce and Hogan suggest, slipped into the background, it may be necessary to attempt to bring it back into ...
˹éÒ
... particular domain (Winograd 1972). The meaning of this work for philosophy, psychology, and engineering have been debated by major figures in these areas (e.g., Searle 1981). Thought-provoking discussion aside, the main issue for the ...
... particular domain (Winograd 1972). The meaning of this work for philosophy, psychology, and engineering have been debated by major figures in these areas (e.g., Searle 1981). Thought-provoking discussion aside, the main issue for the ...
˹éÒ
... particular, he has made detailed predications about the changes he expects to take place in communication and education because of advances in technology. His analysis is based on his model of the speed of intellectual progress that he ...
... particular, he has made detailed predications about the changes he expects to take place in communication and education because of advances in technology. His analysis is based on his model of the speed of intellectual progress that he ...
©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