English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technologyJohn Benjamins Publishing, 17 ¸.¤. 2003 - 213 ˹éÒ 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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... Inferences about capacities 113 Inferences about tasks 115 Inferences about capacities and tasks 116 Critical discourse analysis 117 Validity issues for inferences 118 Evaluation 119 The problem of evaluation 119 Process-based ...
... Inferences about capacities 113 Inferences about tasks 115 Inferences about capacities and tasks 116 Critical discourse analysis 117 Validity issues for inferences 118 Evaluation 119 The problem of evaluation 119 Process-based ...
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... inferences from texts” (Yano, Long, & Ross 1993:214–215). This was also the finding in another study comparing elaboration and simplification; elaboration was consistently superior for deeper degrees of comprehension across proficiency ...
... inferences from texts” (Yano, Long, & Ross 1993:214–215). This was also the finding in another study comparing elaboration and simplification; elaboration was consistently superior for deeper degrees of comprehension across proficiency ...
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... inferences – a process which involves interpretation of the data in a way that makes them meaningful and useful for research. Even the most adamantly descriptive research methodologies, such as conversation analysis, are often used in ...
... inferences – a process which involves interpretation of the data in a way that makes them meaningful and useful for research. Even the most adamantly descriptive research methodologies, such as conversation analysis, are often used in ...
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... inferences are being attempted in research on learners' use of CALL and to theorize such extensions beyond ... inferences, and I will therefore discuss each one in isolation. I will then argue that the two need to be considered ...
... inferences are being attempted in research on learners' use of CALL and to theorize such extensions beyond ... inferences, and I will therefore discuss each one in isolation. I will then argue that the two need to be considered ...
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... inference, all or some of the layers will be relevant. Since the relevant information to be filled into Notation B depends on the purpose of the specific research, it has been left blank in Figure 4.3. Inferences about capacities Inferences ...
... inference, all or some of the layers will be relevant. Since the relevant information to be filled into Notation B depends on the purpose of the specific research, it has been left blank in Figure 4.3. Inferences about capacities Inferences ...
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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