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. |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
˹éÒ
This suggests that the context, which refers to all situational factors that have
been described by linguists as, such as the topics being discussed, the
participants in the language use, and the mode of communication (Halliday &
Hasan 1989) is ...
This suggests that the context, which refers to all situational factors that have
been described by linguists as, such as the topics being discussed, the
participants in the language use, and the mode of communication (Halliday &
Hasan 1989) is ...
˹éÒ
This perspective is consistent with the classroom research tradition described by
Chaudron (1988) who explained its use in studies which investigate the behavior
of learners in the classroom, often in hopes of showing how the teacher's ...
This perspective is consistent with the classroom research tradition described by
Chaudron (1988) who explained its use in studies which investigate the behavior
of learners in the classroom, often in hopes of showing how the teacher's ...
˹éÒ
Figure 4.7 shows an example of some of the results using the notation described
in Figure 4.3 for the description and the inferences. The inference was that these
sequences consisting of “trigger, indicator, response, reaction” were considered ...
Figure 4.7 shows an example of some of the results using the notation described
in Figure 4.3 for the description and the inferences. The inference was that these
sequences consisting of “trigger, indicator, response, reaction” were considered ...
˹éÒ
... applied linguistics into a preoccupation for operational definitions of terms
used to describe constructs in language teaching. It reminded me of R. Ellis' (
1999) useful definition of the meanings and use of “interaction” described in
Chapter 2, ...
... applied linguistics into a preoccupation for operational definitions of terms
used to describe constructs in language teaching. It reminded me of R. Ellis' (
1999) useful definition of the meanings and use of “interaction” described in
Chapter 2, ...
˹éÒ
This achievement would fulfill what Canale (1986) described as the threat of
computer-adaptive language testing almost 20 years ago. He described the
threat as an efficiency-oriented path for research and development, which would
be ...
This achievement would fulfill what Canale (1986) described as the threat of
computer-adaptive language testing almost 20 years ago. He described the
threat as an efficiency-oriented path for research and development, which would
be ...
¤ÇÒÁ¤Ô´àË繨ҡ¼ÙéÍ×è¹ - à¢Õ¹º·ÇÔ¨Òóì
àÃÒäÁ辺º·ÇÔ¨Òóìã´æ ã¹áËÅ觢éÍÁÙÅ·ÑèÇä»
©ºÑºÍ×è¹æ - ´Ù·Ñé§ËÁ´
¤ÓáÅÐÇÅÕ·Õ辺ºèÍÂ
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
ºÃóҹءÃÁ
| 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 |