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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... language pedagogy. The focus of the series is on subjects such as classroom discourse and interaction; language diversity in educational settings; bilingual education; language testing and language assessment; teaching methods and ...
... language pedagogy. The focus of the series is on subjects such as classroom discourse and interaction; language diversity in educational settings; bilingual education; language testing and language assessment; teaching methods and ...
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... language development. In Chapter 3, I point out that motivating many of the calls for research on effectiveness is the feeling that the use of technology for language ... testing more efficient, I argue that it is necessary to first recognize ...
... language development. In Chapter 3, I point out that motivating many of the calls for research on effectiveness is the feeling that the use of technology for language ... testing more efficient, I argue that it is necessary to first recognize ...
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... test developers and users question the extent to which test taking through technology might be more difficult, or simply different than paper-and-pencil tests. In other words, technology in English language testing is far from invisible ...
... test developers and users question the extent to which test taking through technology might be more difficult, or simply different than paper-and-pencil tests. In other words, technology in English language testing is far from invisible ...
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... testing the differences in learning outcomes of students who have used CALL with those who have been taught in traditional classrooms. This segment of the audience, which represents part of the larger population, will readily agree that ...
... testing the differences in learning outcomes of students who have used CALL with those who have been taught in traditional classrooms. This segment of the audience, which represents part of the larger population, will readily agree that ...
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... language assessment (e.g., Bachman 1990), provides a basis for addressing these questions, but the nature of process data presses researchers to look beyond accepted procedures in language testing to underlying principles and to explore ...
... language assessment (e.g., Bachman 1990), provides a basis for addressing these questions, but the nature of process data presses researchers to look beyond accepted procedures in language testing to underlying principles and to explore ...
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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