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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But certainly participation in Internet speech communities in English requires
something from the participant in addition to access, interest, authority, and time.
What are the language abilities required to participate successfully in Internet ...
But certainly participation in Internet speech communities in English requires
something from the participant in addition to access, interest, authority, and time.
What are the language abilities required to participate successfully in Internet ...
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... current theory of communicative competence is framed in a way that allows for,
or actually requires, a conceptualization that includes contexts in which
information technology is used as a topic, an interlocutor, or a vehicle of
communication.
... current theory of communicative competence is framed in a way that allows for,
or actually requires, a conceptualization that includes contexts in which
information technology is used as a topic, an interlocutor, or a vehicle of
communication.
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For example, teachers and test takers have always questioned the validity of a
test of listening comprehension that requires examinees to listen to lectures and
conversations without any visual cues. A listening test delivered by computer can
...
For example, teachers and test takers have always questioned the validity of a
test of listening comprehension that requires examinees to listen to lectures and
conversations without any visual cues. A listening test delivered by computer can
...
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This unit is defined in a variety of ways by researchers of classroom learning, but
in general it can be thought of as a unit that requires the analysis of specific
interactions that the learner engages in while working Classroom Teaching
Cognitive ...
This unit is defined in a variety of ways by researchers of classroom learning, but
in general it can be thought of as a unit that requires the analysis of specific
interactions that the learner engages in while working Classroom Teaching
Cognitive ...
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... as essential for making the cognitive effort to engage the processes of
comprehension, which sometimes requires asking for help, and sometimes
results in noticing a gap in knowledge. Gap noticing is also prompted by
requiring learners ...
... as essential for making the cognitive effort to engage the processes of
comprehension, which sometimes requires asking for help, and sometimes
results in noticing a gap in knowledge. Gap noticing is also prompted by
requiring learners ...
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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 |