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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Noticing a problem 'pushes' the learner to modify his/her output. In doing so, the
learner may sometimes be forced into a more syntactic processing mode than
might occur in comprehension. (Swain & Lapkin 1995:373) More recently, Swain
...
Noticing a problem 'pushes' the learner to modify his/her output. In doing so, the
learner may sometimes be forced into a more syntactic processing mode than
might occur in comprehension. (Swain & Lapkin 1995:373) More recently, Swain
...
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alizing the problem, designing the tasks, collecting the data, and analyzing them.
The theory was that engaging in the interaction in writing which afforded more of
an opportunity for reflection and practice with the language would increase ...
alizing the problem, designing the tasks, collecting the data, and analyzing them.
The theory was that engaging in the interaction in writing which afforded more of
an opportunity for reflection and practice with the language would increase ...
˹éÒ
The basic problem is the same for description of CALL texts, as Romano-Hvid
and Krabbe (2002) have pointed out: Units of analysis are needed that can be
used across CALL programs and that will capture the interaction of interest.
Although ...
The basic problem is the same for description of CALL texts, as Romano-Hvid
and Krabbe (2002) have pointed out: Units of analysis are needed that can be
used across CALL programs and that will capture the interaction of interest.
Although ...
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In this section, I will discuss the problem of evaluation of some process data and
some of the approaches that are being used to address the problem, even
though much remains to be done in this area. The problem of evaluation
Evaluation ...
In this section, I will discuss the problem of evaluation of some process data and
some of the approaches that are being used to address the problem, even
though much remains to be done in this area. The problem of evaluation
Evaluation ...
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Based on his research on LSP, Douglas saw the problem with the assumption
that method effects on test performance should always be considered a source of
error in language performance and that it should always be minimized: Rather ...
Based on his research on LSP, Douglas saw the problem with the assumption
that method effects on test performance should always be considered a source of
error in language performance and that it should always be minimized: Rather ...
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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 |