English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technologyJohn Benjamins Publishing, 17 ธ.ค. 2003 - 213 หน้า 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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... vocabulary, moderate pronunciation, and the support of the finite set of objects and events in the immediate context, I can almost fully succeed as a speaker of French labspeak. I can direct confused people to find the printer in the ...
... vocabulary, moderate pronunciation, and the support of the finite set of objects and events in the immediate context, I can almost fully succeed as a speaker of French labspeak. I can direct confused people to find the printer in the ...
หน้า
... vocabulary and functions, for example. If the interlocutor is the computer, knowledge of the language of the disk management, for example, is needed to communicate. I once lost a file that I needed on my disk because I responded ...
... vocabulary and functions, for example. If the interlocutor is the computer, knowledge of the language of the disk management, for example, is needed to communicate. I once lost a file that I needed on my disk because I responded ...
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... vocabulary. She presents examples of the way in which verb complements are tied to particular verbs: a. Everyone says to eat vegetables. b. Everyone says that you should eat vegetables. Both sentences are grammatically correct, since ...
... vocabulary. She presents examples of the way in which verb complements are tied to particular verbs: a. Everyone says to eat vegetables. b. Everyone says that you should eat vegetables. Both sentences are grammatically correct, since ...
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... vocabulary has been taken up in both second language acquisition theory (e.g., N. Ellis 2001; Skehan 1998) and teaching methodology (e.g., Lewis 2000), but corpus linguistics provides the essential methodology for identifying lexical ...
... vocabulary has been taken up in both second language acquisition theory (e.g., N. Ellis 2001; Skehan 1998) and teaching methodology (e.g., Lewis 2000), but corpus linguistics provides the essential methodology for identifying lexical ...
หน้า
... vocabulary, but it fails to mention the distinctive characteristics of computers that directly relate to the teacher's responsibility in the primary socialization that students undergo when using a computer” (Bowers 2000:125–126). The ...
... vocabulary, but it fails to mention the distinctive characteristics of computers that directly relate to the teacher's responsibility in the primary socialization that students undergo when using a computer” (Bowers 2000:125–126). The ...
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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