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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The focus of the series is on subjects such as classroom discourse and
interaction; language diversity in educational settings; bilingual education;
language testing and language assessment; teaching methods and teaching
performance; ...
The focus of the series is on subjects such as classroom discourse and
interaction; language diversity in educational settings; bilingual education;
language testing and language assessment; teaching methods and teaching
performance; ...
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What are the examples of pragmatic performance that learners experience in the
various forms of CALL tasks and how do these provide opportunities for
developing pragmatic ability? What are the pragmatic abilities that learners may
pick up ...
What are the examples of pragmatic performance that learners experience in the
various forms of CALL tasks and how do these provide opportunities for
developing pragmatic ability? What are the pragmatic abilities that learners may
pick up ...
˹éÒ
They compared performance on a speaking task of learners who had used the
computer-assisted video materials with and without subtitle options. Learners
who participated in the subtitle condition had the option of choosing to see
subtitles ...
They compared performance on a speaking task of learners who had used the
computer-assisted video materials with and without subtitle options. Learners
who participated in the subtitle condition had the option of choosing to see
subtitles ...
˹éÒ
Nevertheless, because these studies focused on a feature of the software as an
explanatory variable for successful performance, they speak directly to questions
about software design. Is it better to have optional subtitles or not? Is it worth ...
Nevertheless, because these studies focused on a feature of the software as an
explanatory variable for successful performance, they speak directly to questions
about software design. Is it better to have optional subtitles or not? Is it worth ...
˹éÒ
Instead it is based on the performance that was actually observed. Asking for
help In a study of learners using on-line listening materials for ESL, Hsu (1994)
conducted a focused analysis of interactions between learners and the computer
to ...
Instead it is based on the performance that was actually observed. Asking for
help In a study of learners using on-line listening materials for ESL, Hsu (1994)
conducted a focused analysis of interactions between learners and the computer
to ...
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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