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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... performance; learning trajectories in second language acquisition; and written language learning in educational settings. Series editors Birgit Harley Ontario Institute for Studies in Education, University of Toronto Jan H. Hulstijn ...
... performance; learning trajectories in second language acquisition; and written language learning in educational settings. Series editors Birgit Harley Ontario Institute for Studies in Education, University of Toronto Jan H. Hulstijn ...
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... performance that learners experience in the various forms of CALL tasks and how do these provide opportunities for developing pragmatic ability? What are the pragmatic abilities that learners may pick up implicitly through participation ...
... performance that learners experience in the various forms of CALL tasks and how do these provide opportunities for developing pragmatic ability? What are the pragmatic abilities that learners may pick up implicitly through participation ...
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... performance on a speaking task of learners who had used the computer-assisted video materials with and without subtitle options. Learners who participated in the subtitle condition had the option of choosing to see subtitles for the ...
... performance on a speaking task of learners who had used the computer-assisted video materials with and without subtitle options. Learners who participated in the subtitle condition had the option of choosing to see subtitles for the ...
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... performance, they speak directly to questions about software design. Is it better to have optional subtitles or not? Is it worth developing intelligent feedback, or not? Both of these studies were set up with two groups for comparison ...
... performance, they speak directly to questions about software design. Is it better to have optional subtitles or not? Is it worth developing intelligent feedback, or not? Both of these studies were set up with two groups for comparison ...
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... performance that was actually observed. Asking for help In a study of learners using on-line listening materials for ESL, Hsu (1994) conducted a focused analysis of interactions between learners and the computer to identify their ...
... performance that was actually observed. Asking for help In a study of learners using on-line listening materials for ESL, Hsu (1994) conducted a focused analysis of interactions between learners and the computer to identify their ...
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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