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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... correct misspellings automatically as the user types. Still another is the speech recognition technology that people communicate with on the telephone when they call an airline to inquire about the status of a lost piece of luggage, for.
... correct misspellings automatically as the user types. Still another is the speech recognition technology that people communicate with on the telephone when they call an airline to inquire about the status of a lost piece of luggage, for.
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... correct their language, if they choose to do so. Perhaps like the satisfaction I feel with my French labspeak, at least some learners seem to attain satisfaction by taking on opportunities afforded by Internet. The changing world of ...
... correct their language, if they choose to do so. Perhaps like the satisfaction I feel with my French labspeak, at least some learners seem to attain satisfaction by taking on opportunities afforded by Internet. The changing world of ...
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... correct, since the verb say can have a tocomplement or a that-complement. I remember teaching grammar from intuition-based grammars years ago that would require the learners to memorize lists of verbs with their complements, and so the ...
... correct, since the verb say can have a tocomplement or a that-complement. I remember teaching grammar from intuition-based grammars years ago that would require the learners to memorize lists of verbs with their complements, and so the ...
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... correct sentences used in different situations: a. “It should be recognized, however, that not everyone wishes to display power.” b. “That not everyone wishes to display power should be recognized.” Again, here, the fact that the two ...
... correct sentences used in different situations: a. “It should be recognized, however, that not everyone wishes to display power.” b. “That not everyone wishes to display power should be recognized.” Again, here, the fact that the two ...
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... correct meaning. Of course, in CALL, the problem of not knowing if one's response is correct can be easily solved, so it may be possible to have the best of both worlds, i.e., the mental effort required by the multiple choice format ...
... correct meaning. Of course, in CALL, the problem of not knowing if one's response is correct can be easily solved, so it may be possible to have the best of both worlds, i.e., the mental effort required by the multiple choice format ...
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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