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 third chapter is based on lectures presented at the University of Illinois at
Urbana-Champaign, March 2001; the University of Ottawa, October 2001; the
Conference on CALL professionals and the future of CALL research at the
University ...
The third chapter is based on lectures presented at the University of Illinois at
Urbana-Champaign, March 2001; the University of Ottawa, October 2001; the
Conference on CALL professionals and the future of CALL research at the
University ...
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Such a scenario would include an e-mail to the teacher from the student's friend
explaining that the student had called the modem company repeatedly, but only
got an answering machine that presented him with so many options that it was ...
Such a scenario would include an e-mail to the teacher from the student's friend
explaining that the student had called the modem company repeatedly, but only
got an answering machine that presented him with so many options that it was ...
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Examination of the example should raise questions about the relevance of the
strict distinction between elaboration and simplification that was important for
paper and aurally presented texts. In a hypermedia environment, the learner can
have ...
Examination of the example should raise questions about the relevance of the
strict distinction between elaboration and simplification that was important for
paper and aurally presented texts. In a hypermedia environment, the learner can
have ...
˹éÒ
Learners who participated in the subtitle condition had the option of choosing to
see subtitles for the aurally-presented French when they had difficulty in
comprehending. The control group heard the video under exactly the same
conditions but ...
Learners who participated in the subtitle condition had the option of choosing to
see subtitles for the aurally-presented French when they had difficulty in
comprehending. The control group heard the video under exactly the same
conditions but ...
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Doughty, C. & Long, M. (2002). Optimal psycholinguistic environments for
distance foreign language learning. Paper presented at the Distance Learning of
the Less Commonly Taught Languages Conference, Arlington, VA, February 1–3.
Doughty, C. & Long, M. (2002). Optimal psycholinguistic environments for
distance foreign language learning. Paper presented at the Distance Learning of
the Less Commonly Taught Languages Conference, Arlington, VA, February 1–3.
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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 |