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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... data 101 Description 102 Interaction analysis 103 Discourse analysis 105
Conversation analysis 106 Issues in description 107 Use of description 109
Interpretation 111 Inferences about capacities 113 Inferences about tasks 115
Inferences ...
... data 101 Description 102 Interaction analysis 103 Discourse analysis 105
Conversation analysis 106 Issues in description 107 Use of description 109
Interpretation 111 Inferences about capacities 113 Inferences about tasks 115
Inferences ...
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Our findings suggest that elaborative modification provides semantic detail that
foreign language learners find helpful when making inferences from texts” (Yano,
Long, & Ross 1993:214–215). This was also the finding in another study ...
Our findings suggest that elaborative modification provides semantic detail that
foreign language learners find helpful when making inferences from texts” (Yano,
Long, & Ross 1993:214–215). This was also the finding in another study ...
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Interpretation I isolated description to address some of the fundamental issues
that it raises, but in fact most research that includes description goes beyond
description alone, at least to make some inferences – a process which involves ...
Interpretation I isolated description to address some of the fundamental issues
that it raises, but in fact most research that includes description goes beyond
description alone, at least to make some inferences – a process which involves ...
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The problem, then, is both to recognize when inferences are being attempted in
research on learners' use of CALL and to ... we may want to infer that the learner
does not know its meaning (i.e., an inference about language competence).
The problem, then, is both to recognize when inferences are being attempted in
research on learners' use of CALL and to ... we may want to infer that the learner
does not know its meaning (i.e., an inference about language competence).
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In other words, depending on the inference, all or some of the layers will be
relevant. ... Inferences about capacities Inferences about learners' capacities are
made from process data when researchers draw conclusions concerning what
the ...
In other words, depending on the inference, all or some of the layers will be
relevant. ... Inferences about capacities Inferences about learners' capacities are
made from process data when researchers draw conclusions concerning what
the ...
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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 |