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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... educational settings; bilingual education; language testing and language
assessment; teaching methods and teaching performance; learning trajectories
in second language acquisition; and written language learning in educational
settings.
... educational settings; bilingual education; language testing and language
assessment; teaching methods and teaching performance; learning trajectories
in second language acquisition; and written language learning in educational
settings.
˹éÒ
Related to language, for example, the best known accomplishment was a
computer program that could carry on a coherent written “conversation” with a
human as long as the human referred to objects within a particular domain (
Winograd ...
Related to language, for example, the best known accomplishment was a
computer program that could carry on a coherent written “conversation” with a
human as long as the human referred to objects within a particular domain (
Winograd ...
˹éÒ
... and media typically covered in language course books (e.g., calling the human
travel agent on the phone, asking the salesperson for two bananas) but also for
the interactions that may take place through oral and written communication with
...
... and media typically covered in language course books (e.g., calling the human
travel agent on the phone, asking the salesperson for two bananas) but also for
the interactions that may take place through oral and written communication with
...
˹éÒ
From the perspective of discourse, for example, he points out that e-mail often
consists of text interspersed with what was written in a previous message and a
reply to that such as the following: >Since this page is so weak, could we please
...
From the perspective of discourse, for example, he points out that e-mail often
consists of text interspersed with what was written in a previous message and a
reply to that such as the following: >Since this page is so weak, could we please
...
˹éÒ
... and when they are interested. They can lurk in a discussion perhaps to benefit
from the input without being pressed to produce any language. If and when
learners choose to participate, the interactive written language in computer-
mediated ...
... and when they are interested. They can lurk in a discussion perhaps to benefit
from the input without being pressed to produce any language. If and when
learners choose to participate, the interactive written language in computer-
mediated ...
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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 |