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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This tragedy has implications for development of the profession because if faculty
in higher education almost by definition are considered ineligible for tenure if
they work in CALL, the entire field remains the unwelcome stepchild of the larger
...
This tragedy has implications for development of the profession because if faculty
in higher education almost by definition are considered ineligible for tenure if
they work in CALL, the entire field remains the unwelcome stepchild of the larger
...
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The inference was that these sequences consisting of “trigger, indicator,
response, reaction” were considered as evidence of negotiation of meaning
within the jigsaw task. Negotiation of meaning was the particular strategy of
interest and it ...
The inference was that these sequences consisting of “trigger, indicator,
response, reaction” were considered as evidence of negotiation of meaning
within the jigsaw task. Negotiation of meaning was the particular strategy of
interest and it ...
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In deciding this, she considered who the learners were, what they were
interested in, and what Web sites could be accessed that would have current
information. These issues are important to all language teachers, of course, but
the use of the ...
In deciding this, she considered who the learners were, what they were
interested in, and what Web sites could be accessed that would have current
information. These issues are important to all language teachers, of course, but
the use of the ...
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Based on his research on LSP, Douglas saw the problem with the assumption
that method effects on test performance should always be considered a source of
error in language performance and that it should always be minimized: Rather ...
Based on his research on LSP, Douglas saw the problem with the assumption
that method effects on test performance should always be considered a source of
error in language performance and that it should always be minimized: Rather ...
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Table 7.3 Assumptions about technology and results of tunnel, comparison, and
innovation approaches Comparison It should be considered suspect A variety of
types of tests for existing test uses; knowledge about how technology affects ...
Table 7.3 Assumptions about technology and results of tunnel, comparison, and
innovation approaches Comparison It should be considered suspect A variety of
types of tests for existing test uses; knowledge about how technology affects ...
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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 |