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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concern over the form of the language, Mohan (1992) recognized that the
labspeak was used for “problem-solving discussion,” noting that the “computer
can offer communication tasks with high cognitive demands and high contextual
support” ...
concern over the form of the language, Mohan (1992) recognized that the
labspeak was used for “problem-solving discussion,” noting that the “computer
can offer communication tasks with high cognitive demands and high contextual
support” ...
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She points out that a relationship exists ...with respect to their mutual interests in
the cognitive and social processes of L2 learning.... From the cognitive
perspective, among the most prominent [interests] are L2 comprehension,
planning, and ...
She points out that a relationship exists ...with respect to their mutual interests in
the cognitive and social processes of L2 learning.... From the cognitive
perspective, among the most prominent [interests] are L2 comprehension,
planning, and ...
˹éÒ
Classroom Teaching Cognitive & Social Process of L2 Learning CALL Materials
Development with learning materials or communicating with the teacher and
others. In other words, whereas the construct of method (or more general ...
Classroom Teaching Cognitive & Social Process of L2 Learning CALL Materials
Development with learning materials or communicating with the teacher and
others. In other words, whereas the construct of method (or more general ...
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If research on cognitive and social processes helps to identify good opportunities
for learning, then how can CALL tasks help create such learning conditions? A
useful way of considering this question is to work with a small unit of analysis.
If research on cognitive and social processes helps to identify good opportunities
for learning, then how can CALL tasks help create such learning conditions? A
useful way of considering this question is to work with a small unit of analysis.
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Depth of processing theory hypothesizes the importance of the level of cognitive
processing that new input to the learner undergoes for recall and learning. The
depth of processing idea is similar to that which has been advocated for teaching
...
Depth of processing theory hypothesizes the importance of the level of cognitive
processing that new input to the learner undergoes for recall and learning. The
depth of processing idea is similar to that which has been advocated for teaching
...
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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 |