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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If research on cognitive and social processes helps to identify good opportunities
for learning, then how can CALL tasks help create such learning conditions? A
useful way of considering this question is to work with a small unit of analysis.
If research on cognitive and social processes helps to identify good opportunities
for learning, then how can CALL tasks help create such learning conditions? A
useful way of considering this question is to work with a small unit of analysis.
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Production in CALL tasks Technology-mediated tasks afford a wide variety of
opportunities for producing comprehensible output or co-constructing meaning.
At least three aspects of production theory are useful to consider for CALL
pedagogy.
Production in CALL tasks Technology-mediated tasks afford a wide variety of
opportunities for producing comprehensible output or co-constructing meaning.
At least three aspects of production theory are useful to consider for CALL
pedagogy.
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In order to investigate how the learning of L2 pragmatics – both the learning
processes and the outcomes–is shaped by instructional context and activities,
three major questions require examination: what opportunities for developing L2
...
In order to investigate how the learning of L2 pragmatics – both the learning
processes and the outcomes–is shaped by instructional context and activities,
three major questions require examination: what opportunities for developing L2
...
˹éÒ
It was also intended to provide opportunities for “peer-assisted language
development, negotiation of meaning, and intercultural awareness” (Belz 2001:
214). She found that these goals were met, but only to some extent and she
identified the ...
It was also intended to provide opportunities for “peer-assisted language
development, negotiation of meaning, and intercultural awareness” (Belz 2001:
214). She found that these goals were met, but only to some extent and she
identified the ...
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Compton was particularly interested in the suggestion that situation-specific
anxiety and (lack of) self confidence negatively affect willingness to communicate
, which in turn diminishes opportunities for participating in beneficial interaction.
Compton was particularly interested in the suggestion that situation-specific
anxiety and (lack of) self confidence negatively affect willingness to communicate
, which in turn diminishes opportunities for participating in beneficial interaction.
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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 |