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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In other words, the normal or natural way to learn language would be without the
use of computers, and only if a solid case can be made would computers be
considered. This assumption that a case must be made for technology sits ...
In other words, the normal or natural way to learn language would be without the
use of computers, and only if a solid case can be made would computers be
considered. This assumption that a case must be made for technology sits ...
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Phenomena that occur gradually, such as corn growing in the summer, or a city
expanding over the course of ten years are considered unremarkable and
unproblematic to most people. Things change. However, as technology becomes
the ...
Phenomena that occur gradually, such as corn growing in the summer, or a city
expanding over the course of ten years are considered unremarkable and
unproblematic to most people. Things change. However, as technology becomes
the ...
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What is found by scavengers depends on where they dig, what is dumped, and
what is considered useful or relevant enough to be retrieved. (Franklin 1999: 144
) Part of the critical mission is to expose the origins and bases of ideas that ...
What is found by scavengers depends on where they dig, what is dumped, and
what is considered useful or relevant enough to be retrieved. (Franklin 1999: 144
) Part of the critical mission is to expose the origins and bases of ideas that ...
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Finding that simple repetition of nouns used as topics in lectures helped
comprehension, he pointed out that this result did not suggest that repetition
should universally be considered the best form of input enhancement but rather
that various ...
Finding that simple repetition of nouns used as topics in lectures helped
comprehension, he pointed out that this result did not suggest that repetition
should universally be considered the best form of input enhancement but rather
that various ...
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Research has also investigated the effects of learners' focusing attention through
modification of what might be considered the normal interaction in the CALL task,
e.g., continuing to read or listen without stopping for help. The most prevalent ...
Research has also investigated the effects of learners' focusing attention through
modification of what might be considered the normal interaction in the CALL task,
e.g., continuing to read or listen without stopping for help. The most prevalent ...
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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 |