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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... responses. For example, teachers and test takers have always questioned the validity of a test of listening comprehension that requires examinees to listen to lectures and conversations without any visual cues. A listening test ...
... responses. For example, teachers and test takers have always questioned the validity of a test of listening comprehension that requires examinees to listen to lectures and conversations without any visual cues. A listening test ...
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... responses in a CALL drill on the correct use of “teach” vs. “learn” are referred to as interaction. This single term for such a wide range of interactions has been the source of great concern for applied linguists attempting to ...
... responses in a CALL drill on the correct use of “teach” vs. “learn” are referred to as interaction. This single term for such a wide range of interactions has been the source of great concern for applied linguists attempting to ...
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... responses showed mixed results. Some of the learners made extensive use of the text chat opportunity whereas others did not. Similarly, some of the journal entries question the usefulness of the chat whereas others make precisely the ...
... responses showed mixed results. Some of the learners made extensive use of the text chat opportunity whereas others did not. Similarly, some of the journal entries question the usefulness of the chat whereas others make precisely the ...
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... responses have been extensively gathered, investigated, and theorized from a number of perspectives, data yielded from computer-mediated linguistic performance have been the object of much less attention. In part because of the ...
... responses have been extensively gathered, investigated, and theorized from a number of perspectives, data yielded from computer-mediated linguistic performance have been the object of much less attention. In part because of the ...
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... responses, etc; the learner requests help, responds, declines offers, etc. This perspective adds a pragmatic dimension to HCI that opens the possibility for comparison with the types of functions that learners can engage in across ...
... responses, etc; the learner requests help, responds, declines offers, etc. This perspective adds a pragmatic dimension to HCI that opens the possibility for comparison with the types of functions that learners can engage in across ...
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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