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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The clearest example of this principle is in English for specific purposes classes
which focus on the abilities needed to work as a doctor, a secretary, a sales
representative or an engineer, for example, through practice with the type of
registers ...
The clearest example of this principle is in English for specific purposes classes
which focus on the abilities needed to work as a doctor, a secretary, a sales
representative or an engineer, for example, through practice with the type of
registers ...
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Topics Textbook and Information, opinion, news, discussion of opinion based
specific topics... Participants Familiar Familiar and unfamiliar language users with
varying classmates levels of proficiency Mode Oral face-to-face Oral face to face,
...
Topics Textbook and Information, opinion, news, discussion of opinion based
specific topics... Participants Familiar Familiar and unfamiliar language users with
varying classmates levels of proficiency Mode Oral face-to-face Oral face to face,
...
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General vs. specific knowledge The idea that research can inform general
professional knowledge is itself controversial. In explaining arguments against “
checklists” for evaluating language learning software, for example, Susser (2001)
cites ...
General vs. specific knowledge The idea that research can inform general
professional knowledge is itself controversial. In explaining arguments against “
checklists” for evaluating language learning software, for example, Susser (2001)
cites ...
˹éÒ
One is that we are interested in understanding the specific linguistic knowledge
and strategies that the learner develops in the house task rather than simply
whether the learner succeeds in getting the meaning across on this occasion.
One is that we are interested in understanding the specific linguistic knowledge
and strategies that the learner develops in the house task rather than simply
whether the learner succeeds in getting the meaning across on this occasion.
˹éÒ
Detailed perspectives on how learning is most likely to take place are needed if
specific decisions about learning tasks are to be developed. Chapter 2 presented
a number of specific implications for designing opportunities for input, interaction
...
Detailed perspectives on how learning is most likely to take place are needed if
specific decisions about learning tasks are to be developed. Chapter 2 presented
a number of specific implications for designing opportunities for input, interaction
...
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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 |