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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... complete Web address of the desired location. The other link-related tag in this example is <A NAME=“PA2>...</A>, which names a specific location in this file to which a link from another file can be made. After readers have looked at ...
... complete Web address of the desired location. The other link-related tag in this example is <A NAME=“PA2>...</A>, which names a specific location in this file to which a link from another file can be made. After readers have looked at ...
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... complete control (Belz 2001). Learner-computer interaction The discussion of enhanced input above began to look at how learners obtain enhanced input, how they obtain help for using language, and how their attention to language can be ...
... complete control (Belz 2001). Learner-computer interaction The discussion of enhanced input above began to look at how learners obtain enhanced input, how they obtain help for using language, and how their attention to language can be ...
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... complete task rather than simply a decontextualized provision for interaction. In particular, learners need to be sufficiently interested and motivated to engage in interaction. Intrapersonal interaction Intrapersonal interaction ...
... complete task rather than simply a decontextualized provision for interaction. In particular, learners need to be sufficiently interested and motivated to engage in interaction. Intrapersonal interaction Intrapersonal interaction ...
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... complete several phases of projects (Belz 2001). Through the use of a variety of data including transcripts of the learners' interactions, their projects, interviews, and observations, Belz identified factors in the sociocultural ...
... complete several phases of projects (Belz 2001). Through the use of a variety of data including transcripts of the learners' interactions, their projects, interviews, and observations, Belz identified factors in the sociocultural ...
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... complete with native or proficient English speakers at a remote location (Sauro 2001). Sauro developed two types of tasks based on previous classroom-based research, and then she investigated the amount of talk that participants engaged ...
... complete with native or proficient English speakers at a remote location (Sauro 2001). Sauro developed two types of tasks based on previous classroom-based research, and then she investigated the amount of talk that participants engaged ...
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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