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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If the topic of discussion is how to get the computer to print out the entire page
that appears on the computer screen, this topic calls for knowledge of particular
vocabulary and functions, for example. If the interlocutor is the computer,
knowledge ...
If the topic of discussion is how to get the computer to print out the entire page
that appears on the computer screen, this topic calls for knowledge of particular
vocabulary and functions, for example. If the interlocutor is the computer,
knowledge ...
˹éÒ
For example, rather than being confined to the topics for which the teacher brings
enough information or for which students can rely on their own knowledge and
opinions, learners can discuss information and opinions of others, as well as ...
For example, rather than being confined to the topics for which the teacher brings
enough information or for which students can rely on their own knowledge and
opinions, learners can discuss information and opinions of others, as well as ...
˹éÒ
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,
...
˹éÒ
When the input is confined to topics that are concrete and easy to depict,
illustrations seem to offer one good method of providing access to meaning, but
when meanings are abstract, complex, or culturally bound, illustrations may be
either ...
When the input is confined to topics that are concrete and easy to depict,
illustrations seem to offer one good method of providing access to meaning, but
when meanings are abstract, complex, or culturally bound, illustrations may be
either ...
˹éÒ
Finding that simple repetition of nouns used as topics in lectures helped
comprehension, he pointed out that this result did not suggest that repetition
should universally be considered the best form of input enhancement but rather
that various ...
Finding that simple repetition of nouns used as topics in lectures helped
comprehension, he pointed out that this result did not suggest that repetition
should universally be considered the best form of input enhancement but rather
that various ...
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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