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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Since test scoring is to be guided by the construct that the test measures, holistic
scoring of essays, for example, requires little ... For raters to assign an overall
score on a six-point scale, for example, they do not have to develop a
sophisticated, ...
Since test scoring is to be guided by the construct that the test measures, holistic
scoring of essays, for example, requires little ... For raters to assign an overall
score on a six-point scale, for example, they do not have to develop a
sophisticated, ...
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The test scoring-construct connection On a few rare occasions,
computationallinguists, whose job it is to write computer programs for analyzing
language, have been called upon to assist in developing software for analysis
and scoring of ESL ...
The test scoring-construct connection On a few rare occasions,
computationallinguists, whose job it is to write computer programs for analyzing
language, have been called upon to assist in developing software for analysis
and scoring of ESL ...
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To illustrate the issue, he provided an example of how the scoring algorithm
would evaluate a phrase such as what a test ... The test taker who wrote “which
are needing to be typing” should be given a partial score for that response, which
the ...
To illustrate the issue, he provided an example of how the scoring algorithm
would evaluate a phrase such as what a test ... The test taker who wrote “which
are needing to be typing” should be given a partial score for that response, which
the ...
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Table 6.2 Responses indicating aspects of vocabulary knowledge for deriving
diagnostic scores (i.e., several ... Fits semantically but not syntactically of
responses that would inform diagnostic scoring, such as that illustrated in Table
6.2.
Table 6.2 Responses indicating aspects of vocabulary knowledge for deriving
diagnostic scores (i.e., several ... Fits semantically but not syntactically of
responses that would inform diagnostic scoring, such as that illustrated in Table
6.2.
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surpasses the ability of human raters, who are best capable of making holistic
judgments about overall performance level. Computer-assisted scoring is
therefore essential for investigating the issues of detail for construct definition. To
date few ...
surpasses the ability of human raters, who are best capable of making holistic
judgments about overall performance level. Computer-assisted scoring is
therefore essential for investigating the issues of detail for construct definition. To
date few ...
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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 |