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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In order to investigate how the learning of L2 pragmatics – both the learning
processes and the outcomes–is shaped by instructional context and activities,
three major questions require examination: what opportunities for developing L2
...
In order to investigate how the learning of L2 pragmatics – both the learning
processes and the outcomes–is shaped by instructional context and activities,
three major questions require examination: what opportunities for developing L2
...
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fered in very broad strokes, leaving questions about details. For example, even if
one can identify a CALL activity of interest as fitting within a sociocognitive
theoretical perspective, the specific methodology is ultimately guided more
strongly by ...
fered in very broad strokes, leaving questions about details. For example, even if
one can identify a CALL activity of interest as fitting within a sociocognitive
theoretical perspective, the specific methodology is ultimately guided more
strongly by ...
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The second question is evaluative. Evaluating the quality ... The second two
questions about research methods and theory-research links will serve as the
source of discussion as I look at some examples of useful research. Examples of
useful ...
The second question is evaluative. Evaluating the quality ... The second two
questions about research methods and theory-research links will serve as the
source of discussion as I look at some examples of useful research. Examples of
useful ...
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... “no” The students Questions and Simulation) to signal turn-taking themselves (
although playing the role of statements; ... cohesion though topic repetition and
question-answer Questions, imperati- ves, and statements; personal pronouns in
...
... “no” The students Questions and Simulation) to signal turn-taking themselves (
although playing the role of statements; ... cohesion though topic repetition and
question-answer Questions, imperati- ves, and statements; personal pronouns in
...
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We are not there yet, but I believe that approaching carefully the test design
questions that are raised in computer-assisted testing offers a way forward.
These detailed questions about test design present themselves to anyone who
develops ...
We are not there yet, but I believe that approaching carefully the test design
questions that are raised in computer-assisted testing offers a way forward.
These detailed questions about test design present themselves to anyone who
develops ...
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