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 the meantime, however, these types of findings need to be identified and
synthesized as our professions' tentative ... but I have attempted to identify
specific aspects of theoretical perspectives that I think are particularly relevant to
the useful.
In the meantime, however, these types of findings need to be identified and
synthesized as our professions' tentative ... but I have attempted to identify
specific aspects of theoretical perspectives that I think are particularly relevant to
the useful.
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Instead, I have attempted to identify the salient theoretical perspectives either that
the authors chose or that I would choose to interpret the research in a way that
speaks to general principles in CALL. In the first two studies, I have drawn on ...
Instead, I have attempted to identify the salient theoretical perspectives either that
the authors chose or that I would choose to interpret the research in a way that
speaks to general principles in CALL. In the first two studies, I have drawn on ...
˹éÒ
identify some of the evidence that they would consider positive for language
development in learners' process data. Other possibilities need to be explored,
but for the meantime, it should be useful to identify the need for developing
process ...
identify some of the evidence that they would consider positive for language
development in learners' process data. Other possibilities need to be explored,
but for the meantime, it should be useful to identify the need for developing
process ...
˹éÒ
... use learners' responses to identify areas of the construct in which learners'
knowledge is incorrect, incomplete, or unanalyzed, in other words, to identify
aspects Table 6.2 Responses indicating aspects of vocabulary knowledge for
deriving.
... use learners' responses to identify areas of the construct in which learners'
knowledge is incorrect, incomplete, or unanalyzed, in other words, to identify
aspects Table 6.2 Responses indicating aspects of vocabulary knowledge for
deriving.
˹éÒ
This process of identifying what needs to be taught to specific learners would add
significantly to research on CALL. The research described in Chapter 3 relied on
pretests, teachers' intuition, and learners' linguistic choices to identify areas for ...
This process of identifying what needs to be taught to specific learners would add
significantly to research on CALL. The research described in Chapter 3 relied on
pretests, teachers' intuition, and learners' linguistic choices to identify areas for ...
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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 |