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¡ 42
˹éÒ
... capacities and tasks 116 Critical discourse analysis 117 Validity issues for
inferences 118 Evaluation 119 The problem of evaluation 119 Process-based
approaches 120 Conclusion 125 Chapter 5 Advancing applied linguistics: L2
learning ...
... capacities and tasks 116 Critical discourse analysis 117 Validity issues for
inferences 118 Evaluation 119 The problem of evaluation 119 Process-based
approaches 120 Conclusion 125 Chapter 5 Advancing applied linguistics: L2
learning ...
˹éÒ
The epic adventure of identifying the problem, and then finding a solution will
draw empathy from any one who uses a computer: It consists of many days of
computer crashes and repeated explanations to different people without
achieving ...
The epic adventure of identifying the problem, and then finding a solution will
draw empathy from any one who uses a computer: It consists of many days of
computer crashes and repeated explanations to different people without
achieving ...
˹éÒ
Brown and Duguid expose the pro-technology discourse that glorifies the “
information” as both the impetus for ending social institutions and the solution to
all problems. They argue not against change in general, but suggest “that
envisioned ...
Brown and Duguid expose the pro-technology discourse that glorifies the “
information” as both the impetus for ending social institutions and the solution to
all problems. They argue not against change in general, but suggest “that
envisioned ...
˹éÒ
The problem with such extreme stances is that they tend to preclude a serious
consideration of what it really means to learn with a computer or to think about
learning in terms of digital technology. (Rose 2000:xi) The paradox offered by
critical ...
The problem with such extreme stances is that they tend to preclude a serious
consideration of what it really means to learn with a computer or to think about
learning in terms of digital technology. (Rose 2000:xi) The paradox offered by
critical ...
˹éÒ
As summarized in Table 1.2, before he got involved in the Internet community, he
was overwhelmed, feeling that English was the worst problem he faced, that he
did not belong in the United States, and that his English would never improve.
As summarized in Table 1.2, before he got involved in the Internet community, he
was overwhelmed, feeling that English was the worst problem he faced, that he
did not belong in the United States, and that his English would never improve.
¤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 |