English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technologyJohn Benjamins Publishing, 17 ¸.¤. 2003 - 213 ˹éÒ 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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... production 61 Production in CALL tasks 62 Integrating input, interaction, and production into tasks Conclusion 67 Chapter 3 Evaluating language learning Reconsidering research 70 Making a case for technology 70 Increasing professional ...
... production 61 Production in CALL tasks 62 Integrating input, interaction, and production into tasks Conclusion 67 Chapter 3 Evaluating language learning Reconsidering research 70 Making a case for technology 70 Increasing professional ...
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... produce any language. If and when learners choose to participate, the interactive written language in computer-mediated communication on the Internet means that learners do not have to reveal an accent in their oral language, and they ...
... produce any language. If and when learners choose to participate, the interactive written language in computer-mediated communication on the Internet means that learners do not have to reveal an accent in their oral language, and they ...
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... production of eggs by shouting across a barn in which animals are making noise. The situation is too uncommon, and ... produce oral language through technology? In other words, is there a specific and different “communicative language ...
... production of eggs by shouting across a barn in which animals are making noise. The situation is too uncommon, and ... produce oral language through technology? In other words, is there a specific and different “communicative language ...
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... production) while engaging in interaction appears to have the best of both modes for the learner. Figure 1.3 illustrates the expanded options afforded the teacher through the use of technology relative to classrooms that rely on the use ...
... production) while engaging in interaction appears to have the best of both modes for the learner. Figure 1.3 illustrates the expanded options afforded the teacher through the use of technology relative to classrooms that rely on the use ...
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... produce displays focusing on particular linguistic features. There are comparable audio and video programs, some of them already implemented in CD ROM packages. Chapter 2 will discuss how decisions about the construction of hyperlinks ...
... produce displays focusing on particular linguistic features. There are comparable audio and video programs, some of them already implemented in CD ROM packages. Chapter 2 will discuss how decisions about the construction of hyperlinks ...
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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