English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technologyJohn Benjamins Publishing, 17 ธ.ค. 2003 - 213 หน้า 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. |
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ผลการค้นหา 1 - 5 จาก 42
หน้า
... problem of evaluation 119 Process-based approaches 120 Conclusion 125 Chapter 5 Advancing applied linguistics: L2 learning tasks The study of L2 learning tasks 128 Task evaluation 129 L2 task description 131 Technology-mediated L2 tasks ...
... problem of evaluation 119 Process-based approaches 120 Conclusion 125 Chapter 5 Advancing applied linguistics: L2 learning tasks The study of L2 learning tasks 128 Task evaluation 129 L2 task description 131 Technology-mediated L2 tasks ...
หน้า
... 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 resolution. It includes multiple modes ...
... 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 resolution. It includes multiple modes ...
หน้า
... problems. They argue not against change in general, but suggest “that envisioned change will not happen or will not be fruitful until people look beyond the simplicities of information and individuals to the complexities of learning ...
... problems. They argue not against change in general, but suggest “that envisioned change will not happen or will not be fruitful until people look beyond the simplicities of information and individuals to the complexities of learning ...
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... 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 ...
... 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 ...
หน้า
... problem he faced, that he did not belong in the United States, and that his English would never improve. She noticed that after he had spent two years working with these communities on-line, his observations were much different. What ...
... problem he faced, that he did not belong in the United States, and that his English would never improve. She noticed that after he had spent two years working with these communities on-line, his observations were much different. What ...
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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