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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These findings, along with the rationale that learners need to be exposed to the
more elaborated language, offer compelling evidence that English teaching
materials should offer input elaboration. This research and the theory behind it ...
These findings, along with the rationale that learners need to be exposed to the
more elaborated language, offer compelling evidence that English teaching
materials should offer input elaboration. This research and the theory behind it ...
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However, as a collection, they do not offer clear guidance about legitimate
evaluation methods. I find that students who have studied these and other
discussions of CALL research return to me with the most basic questions about
where to ...
However, as a collection, they do not offer clear guidance about legitimate
evaluation methods. I find that students who have studied these and other
discussions of CALL research return to me with the most basic questions about
where to ...
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In the examples of studies I describe below, each offers some findings that are of
interest beyond the research setting. In describing these studies, I have focused
on the positive, i.e., what they have to offer, with the assumption that the results ...
In the examples of studies I describe below, each offers some findings that are of
interest beyond the research setting. In describing these studies, I have focused
on the positive, i.e., what they have to offer, with the assumption that the results ...
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Faced only with a finding that learners' vocabulary knowledge of the words in the
program improved somewhat after working with the CALL tasks, what substantive
knowledge does that offer the profession? Does it mean that software should ...
Faced only with a finding that learners' vocabulary knowledge of the words in the
program improved somewhat after working with the CALL tasks, what substantive
knowledge does that offer the profession? Does it mean that software should ...
˹éÒ
fer of the concrete results of the paper-based research to the electronic texts does
not offer the necessary guidance. A second example of the push to better
understand the principles underlying the specifics of concrete tasks comes from a
...
fer of the concrete results of the paper-based research to the electronic texts does
not offer the necessary guidance. A second example of the push to better
understand the principles underlying the specifics of concrete tasks comes from a
...
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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 |