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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... texts, and lectures) that are prevalent in these professions. Even in courses
targeting “general” communication skills, however, particular conversations,
written texts, and lectures are chosen as sufficiently representative to warrant
inclusion.
... texts, and lectures) that are prevalent in these professions. Even in courses
targeting “general” communication skills, however, particular conversations,
written texts, and lectures are chosen as sufficiently representative to warrant
inclusion.
˹éÒ
Participants Familiar Familiar and unfamiliar language users with varying
classmates levels of proficiency Mode Oral face-to-face Oral face to face, oral
remote, written language language Figure 1.3 Expanding options for L2 tasks
with ...
Participants Familiar Familiar and unfamiliar language users with varying
classmates levels of proficiency Mode Oral face-to-face Oral face to face, oral
remote, written language language Figure 1.3 Expanding options for L2 tasks
with ...
˹éÒ
(Mohan 1992:117) The example in Text 2 comes from a chat room in which the
learners were engaged in conversation through written language. The chat was
used as part of a class assignment in which the learners in a class in Italy were ...
(Mohan 1992:117) The example in Text 2 comes from a chat room in which the
learners were engaged in conversation through written language. The chat was
used as part of a class assignment in which the learners in a class in Italy were ...
˹éÒ
<ari><–in a goofy mood In part because of the results of analysis of interactive
written discourse found outside the classroom, researchers concerned with
language teaching have been eager to obtain descriptions of how language
learners ...
<ari><–in a goofy mood In part because of the results of analysis of interactive
written discourse found outside the classroom, researchers concerned with
language teaching have been eager to obtain descriptions of how language
learners ...
˹éÒ
A second example comes from the study by Pellettieri (2000), which was
mentioned in Chapter 2. She designed L2 tasks for learners of Spanish to
complete through a chat room in which written language was the only mode of
communication.
A second example comes from the study by Pellettieri (2000), which was
mentioned in Chapter 2. She designed L2 tasks for learners of Spanish to
complete through a chat room in which written language was the only mode of
communication.
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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 |