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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Take for example one of the test items on the reading comprehension part of the
TOEFL. In the past, examinees were required to respond to multiple choice
questions about the meanings expressed in the reading. The computer-based
TOEFL ...
Take for example one of the test items on the reading comprehension part of the
TOEFL. In the past, examinees were required to respond to multiple choice
questions about the meanings expressed in the reading. The computer-based
TOEFL ...
˹éÒ
In another study, Chun (2001) tracked learners' choice of the glossary that was
part of the reading software and their choice of a bilingual dictionary external to
the program. The descriptive research question addressed through interaction ...
In another study, Chun (2001) tracked learners' choice of the glossary that was
part of the reading software and their choice of a bilingual dictionary external to
the program. The descriptive research question addressed through interaction ...
˹éÒ
Figure 4.8 illustrates the inference that is made from these data: That the
sequence of presentation and clicking consists of evidence of noticing a gap
when it occurs in a task requiring reading for meaning. When evaluation of these
tasks is ...
Figure 4.8 illustrates the inference that is made from these data: That the
sequence of presentation and clicking consists of evidence of noticing a gap
when it occurs in a task requiring reading for meaning. When evaluation of these
tasks is ...
˹éÒ
For example, is “reading comprehension” sufficient as a construct specification
for test development, or should the definition articulate the knowledge and
processes involved in reading comprehension? Most reading researchers would
say ...
For example, is “reading comprehension” sufficient as a construct specification
for test development, or should the definition articulate the knowledge and
processes involved in reading comprehension? Most reading researchers would
say ...
˹éÒ
Reading, MA: Addison-Wesley. Chaudron, C. (1983a). Simplification of input:
Topic reinstatements and their effects on L2 learners' recognition and recall.
TESOL Quarterly, 17(3), 437–458. Chaudron, C. (1983b). Research on
metalinguistic ...
Reading, MA: Addison-Wesley. Chaudron, C. (1983a). Simplification of input:
Topic reinstatements and their effects on L2 learners' recognition and recall.
TESOL Quarterly, 17(3), 437–458. Chaudron, C. (1983b). Research on
metalinguistic ...
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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
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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 |